BULLETIN 

OF THE 

UNIVERSITY OF TEXAS 

i915:No.2. 



JANUARY 5 



1915 



The High-School Program of Studies 



BY 

Thomas Fletcher 

Assistant Visitor of Schools 




Published by the University six times a month and entered as sacond 
class matter at the postoffice at Austin, Texas 



Monograph 



Publications of the University of Texas 



W, J. Battle 

J. C. TOWNES 

W. S. Carter 
KiLLis Campbell 

F. W. SiMONDS 



Publications Committee: 



E. C. Barker 

A. Caswell Ellis 

R. A. Law 

J. A. LOMAX 
A. C. JUDSON 



The University publishes bulletins six times a month. These 
comprise the official publications of the University, publica- 
tions on humanistic and scientific subjects, bulletins prepared 
by the Department of Extension and by the Bureau of Munic- 
ipal Research and other bulletins of general educational in- 
terest. With the exception of special numbers, any bulletin will 
be sent to a citizen of Texas free on request. All communica- 
tions about University publications should be addressed to the 
Editor of University Publications, University of Texas, Austin. 




j 



B8-1214-lm. 



BULLETIN 

OF THE 

UNIVERSITY OF TEXAS 



1915: No. 2. 



JANUARY 5 



1915 



The High-School Program of Studies 



BY 



Thomas Fletcher 

Assistant Visitor of Schools 




Published by the University six times a month and entered as second 
class matter at the postoffice at Austin, Texas 



Ts- 



The benefits of education and of 
useful knowledge, generally diffused 
througli a community, are essential 
to the preservation of a free gov- 
ernment. 

Sam Houston. 



Cultivated mind is the guardian 

genius of democracy It is the 

only dictator that freemen acknowl- 
edge and the only security that free- 
men desire. 

Mirabeau B. Lamar. 



CONTENTS. 



Page. 

1. Introduction 5 

2. Accepted Principles 7 

3. The Function of the High School 12 

(a) Cultural Training 12 

(b) Vbcational Training 13 

(c) Preparation for College 13 

4. The Teaching Force 17 

(a) Number of Teachers 18 

(b) Preparation of Teachers 20 

(c) Assignment of Teachers 22 

5. Expanding the Program 23 

6. Over-taxing Teachers 29 

7. Over-taxing Pupils 32 

8. The Small High School 40 

9. General Course Schemes 43 

10. Suggested Types of Programs of Studies 46 

11. Reorganization of the Programs of Studies in the Large 

High Schools 58 

12. Programs of Studies in Operation in Texas High Schools . 70 

13. References 81 



THE HIGH-SCHOOL PROGRAM OF STUDIES. 



INTRODUCTION. 



The many requests from superintendents and high-school prin- 
cipals for suggestions on the arrangement of a program of stud- 
ies for Texas secondary schools has induced the ^^Titer to attempt 
the preparation of a bulletin on the subject of The Higli-ScJiool 
Program of Studies. A considerable part of the matter herein 
presented is quoted from recognized authority, and little orig- 
inality is claimed for the conclusions dra^Yn. While certain 
principles of procedure are advocated, the recommendations 
presented are merely suggestive and are not announced as ex- 
haustive or prescriptive. No attempt has been made to secure 
all the data on the problem considered; but merely to accumu- 
late some evidence as an indication of the practice in Texas 
and elsewhere. 

In order to determine the factors that should be considered 
in making a high-school program of studies, it has seemed ad- 
visable to examine at considerable length a few of the most 
prominent authorities on secondary education in the United 
States ; also the reports of representative committees that have 
^dtally influenced educational progress in this country have 
been given much weight in arriving at principles. It may seem 
to the reader that undue weight has been given to the authori- 
ties cited ; but it seems to the writer that radical changes in 
educational procedure are likely to be dangerous and that the 
safest course is to follow experience and successful practice. 

While the purpose of the bulletin is primarily to determine 
some of the underlying principles of the high-school program 
of studies, yet such related problems as over-taxing pupils, over- 
taxing teafchers, the introduction of sciences, and vocational 
subjects, the assignment of teachers, the advantages of the small 
high school, etc., will be briefly treated. As a conclusion from 
the discussion a few type programs will be presented. 

It is hoped that the bulletin may prove helpful to teachers 
who are far removed from library facilities and who are con- 
fronting the problem of providing suitable, consecutive, corre- 
lated work for a group of high-school pupils. 



Bulletin of the University of Texas 
TERMINOLOGY. 



It will be evident to any one who contemplates the subject that 
the term course of study is used to convey a variety of mean- 
ings. It is often used to mean all the subjects offered in the 
high school. Again, it is used to mean a group of subjects, as 
the Classical Course, Modern Language Course, etc. It is also 
used to mean one subject running through one or more years, 
as the History Course, etc. 

Even in a brief discussion it seems advisable to avoid confu- 
sion by using a term to mean one and only one thing. In order 
that terms may have a specific meaning, the terminology adopted 
by the Committee on College Entrance Requirements will be 
used except in quoted matter. This Committee makes use of 
three distinct terms, (1) Program of Studies, which includes 
all of the subjects offered in a given high school; (2) Cur- 
ricidum, which means the group of studies schematically ar- 
ranged for any pupil or set of pupils, as the Modern Language 
Group, Science Group, etc. (usually designated as modern lan- 
guage course, etc.); (3) Course, which means the quantity, 
quality, and method of work given in any particular subject of 
instruction as the Mathematics Course, History Course, etc. 
The writer, in this discussion, will attempt to use these terms in 
the restricted sense indicated. 

Since the material contained in this bulletin was collected from 
a variety of sources, exact reference to title' and page has not 
always been given. Bulletins issued by a number of universities 
and associations, catalogues issued by some of the representative 
high schools, a few standard treatises on secondary education, 
and the answers to numerous letters sent to leading school men 
furnish the sources of information from which this bulletin has 
been compiled. A brief list of references Avill be given at the 
end of the discussion. 



SOME QUESTIONS THAT ARISE IN PLANNING A 
PROGEAM OF STUDIES. 



1. What are the indispensable subjects that should be re- 
quired of all high-school pupils? 

2. Should a foreign language be required? 

3. When should a foreign language be introduced? 

4. What should be the minimum requirements in mathe- 
matics ? 

5. Should a natural science be required? 

6. What science should be first introduced? What should 
be the science order? 

7. When should vocational subjects be introduced; to what 
extent should tliej^ be introduced; what should be their status 
in relation to other subjects? 

8. Should each pupil recite each subject every day? 

9. What is the maximum number of class periods that should 
be required of the pupil each day? 

10. What is the maximum number of class periods that can 
be successfully conducted by the teacher each day? 

The foregoing are some of the questions that must be answered 
in working out a rational program. 

ACCEPTED PRINCIPLES. 

An examination of the authorities and reports on secondary 
education shows a decided lack of unanimity of opinion on most 
of the aspects of the subject of high-school education. There 
seems, however, to be a few general principles and methods of 
procedure that are agreed upon by practically all students of 
the field. 

1. It is admitted that there slwxdd he a core of constants 
required of all high-school pupils. As to the subjects and quan- 
tity that should be prescribed, there is difference of opinion. It 
may be safely announced that for the American high schools 
the program of studies should contain English, mathematics, and 
history. As to the quantity of each of these subjects, there would 
not be a unanimous opinion. Perhaps the bulk of authority 
favors the addition of a foreign language and a science, other 



8 Bulletin of the University of Texas 

than mathematics. The question of requiring a foreign lan- 
guage of all pupils is a vigorously contested point. A respect- 
able body of opinion inclines to the .substitution of a science 
or vocational curriculum as an alternative for the foreign lan- 
guage. There is a considerable minority that insists on a 
classical language, preferably Latin. The writer believes that 
for girls, in schools financially able to offer it, domestic economy 
should be included in the group of constants. 

2. It is generally conceded that local conditions and the sub- 
sequent activities of the pupils are factors deserving considera- 
tion in the making of a program of studies. Many communities 
are financially unable to provide facilities for giving the sci- 
ences or vocational subjects. A school may fail to secure a 
teacher for the foreign language. The dominant interest of the 
locality may be agriculture, manufacturing, etc. The high- 
school program of studies should be modified by the financial 
condition and the special interests of the section which it is 
to serve. 

3. It is pretty generally conceded that the high-school pro- 
gram, of studies should, as nearly as conditions will permit, fit 
its graduates for college. It is a sound democratic theory that 
the doors of higher in.stitutions should be kept constantly open 
to the ambitious youth, and that his training, in so far as pos- 
sible, should prepare him both for the duties of life and the con- 
tinuation of his education. 

4. A fourth general principle that is acknowledged by the 
authorities on the subject of high-school programs of studies 
is that the subjects introduced i)ito the program should be con- 
tinued until they have yielded the training for ivhich they 
■stand. The time required to realize on the different high-school 
studies will vary with the studies and the conditions under 
Avhieh they are given. A half year may be sufficient for physical 
geography, provided it is taught some five times a week^ and 
provided the student is not carrying too many other subjects. 
Three or four years are required to carry Latin to the point 
of fruition. In the case of any subject taken up by the student, 
it seems reasonable to insist that he carry it until he gets 
returns on the time and energy which he has invested. 



The High-School Program of Studies 9 

5. Every high-school program of studies should afford the 
pupil access to representative subjects from each of the great 
departments of human experience and, in so far as conditions 
will permit, should, at the same time, provide for extensive and 
intensive work in subjects that are in harmony with the student's 
propensities and needs. This means that in addition to the 
traditional academic subjects there must be offered specialized 
subjects that call for much motor activity on the part of the 
pupils. 

6. The new conception of the function of the high school 
gives rise to a new principle that must enter into the making 

•of a program of studies. This new principle requires flexibility 
in tlie program. TJic transilion from one curriculum to an- 
other must be made as easy as possible. Pupils do not know 
their aptitudes on entering the high school, and they must be 
given some time for finding themselves. "When a pupil finds 
that he has entered upon the pursuit of an uncongenial cur- 
riculum, he should not be condemned to follow this curriculum 
to graduation, or else drop out of school. 

The doctrine that the high school should confine its activities to 
purely cultural subjects has few advocates in the present day. If 
it be acknowledged that the subsecjuent activities of the pupils 
should, to some extent, determine the studies that enter into the 
program, it seems to the writer that, in those schools offering do- 
mestic economy, some training in that subject should be required 
of all the girls. It is impossible to predict the type of work that 
will be taken up by any considerable number of high-school boys 
after they leave school. Some 90 per cent of the high-school 
girls are sure to engage in the business of home-making and 
home-keeping. If specializing is ever warranted — and we be- 
lieve that it is — it is reasonable to prescribe domestic economy 
as providing practical training which will increase the efficiency 
of more than half of the student body in its subsequent activi- 
ties. The girl can easily carry the minimum amount of the few 
subjects that make up the group of constants, and, at the same 
time, do the domestic economy course and still have the oppor- 
tunity' of electing additional congenial subject matter. 

It may not be an accurate use of language to speak of domes- 
tie economy as a constant, and at the same time admit that 



10 Bulletin of the University of Texas 

many schools will be unable to offer the course. But it is the 
opinion of the writer that many schools would come nearer to 
rendering the maximum service to the maximum number of 
students, if they would substitute for some of the studies now 
offered a well taught course in domestic science and art. When 
such a course is offered it is the contention of the writer that 
it should be considered a constant for all girl students. 

Keeping in mind the six generally accepted principles, we may 
put in schematic form, for the purpose of comparison, the core 
of prescribed subjects with the varying quantities of each that 
have been urged by different authorities. " 

TABLE I. 

English (minimum, 2 units). 

Mathematics (algebra and possibly plane geometry, 2 1-2). 
History (minimum, 1 unit). 
Total 4 1-2 or 5 1-2 units. 
Table I represents the minimum of prescribed work. 

TABLE IL 

English 3 units. 

Mathematics 2 1-2 units (algebra and plane geometry). 

History 2 units. 

Total 7 1-2 units. 

The constants in Table II do not represent an excessive amount 
of prescribed work, and few authorities would object to either 
the subjects or the quantities required. 

TABLE III. 

English 3 units. 

Mathematics 2 1-2 units. 

History 2 units. 

Foreign language 2 to 4 units. 

Science 1 unit. 

Total 10 1-2 or 12 1-2 units. 

As the number of prescribed units is increased, the number of 
advocates for any group is decreased. A large number of edu- 



The High-School Program of Studies 11 

cators advocate the plan of making the foreign language op- 
tional with a science or a vocational cnrriculum. In the writer's 
opinion the following table affords a reasonable core of prescribed 
subject matter: 

TABLE IV. 

English 3 units. 

Mathematics 21-2 units. 

History 2 units. 

Domestic Economy (prescribed for girls) .1 unit. 

Total : . . 8 1-2 units for girls. 

7 1-2 units for boys. 

In this case, if 16 units are required for graduation, the girls 
would have the opportunity to elect 7 1-2 units. An additional 
1-2 unit in domestic economy, 2 units in science, 1 additional 
unit in history, and 4 units in a foreign language would total 
the 16 units, and would enable the student to dip into science, 
the humanities, and economic science. In exceptional eases, it 
might even be wise to reduce the mathematics required. Follow- 
ing this table, boys would be allowed 8 1-2 optional units. 

Both for cultural and practical reasons, it seems to the writer 
that every high-school student should be required to carry Eng- 
lish for the entire four years. There is no subject available to 
the high-school pupil that is so rich in cultural value and so 
useful in a material way as English. One's thinking is largely 
conditioned by one 's knowledge of the mother tongue. Certainly, 
one's power to organize and express thought is determined by his 
mastery of the vernacular. It is difficult to conceive of a vo- 
cation in which an extensive knowledge of English would not 
be of great practical benefit. There are few accomplishments 
that are calculated to give as much continual and permanent 
pleasure as the cultivated habit of reading and the ability to in- 
terpret and appreciate the thought of the master minds of the 
past and the present. The study of English yields both insight 
and technique ; our English information is in constant use. In- 
deed, it is difficult to make efficient use of any knowledge without 
the power of expression. In Texas, experience has shown that 
it requires, in most schools, four years to do three units in 
English. It is urged that the Texas high schools require four 



12 Bulletin of the University of Texas 

years of English of all students. Of course, if a school is able 
to do four units of English in four years, it might possibly be 
desirable to make the fourth unit optional. However, where 
schools require eighteen or twenty units for graduation, it is 
highly improbable that they will be able to do four units of Eng- 
lish in four years. 

It is evident that for the small three-teacher high school, 
practically all the studies offered must be prescribed. In such 
schools it will not be possible to offer domestic economy, and, at 
the same time, keep the school up to standard in other subjects. 
In making a program of studies the constants should be provided 
for first, then such electives as seem best suited to local condi- 
tions should be introduced. 

THE FUNCTION OF THE HIGH SCHOOL. 

The social, economic, and industrial conditions of the present 
time have forced upon us a new conception of the function of the 
secondary school. The slogan of the day is efficiency, and the 
aim of education as stated in the "lingo" of the hour, is social 
efficiency. The insistent demand that the high schools shall turn 
out a more varied and self-sustaining product to satisfy the varied 
needs of the community must be met by modifying and enriching 
the programs of studies. 

The public high school is obligated, in so far as conditions will 
permit, to so instruct and train the pupil as to make him a moral, 
industrious, sympathetic, intelligent, and pro- 
TRAINING gressive citizen. He must be efficient as an 

individual and in all of his relations as a citi- 
zen. To this end all high school pupils must have prescribed for 
them certain cultural subjects. It must be assumed that, for a 
large number of the pupils, the high school will furnish their last 
chance for formal training. It is important that such pupils 
should have some training for properly enjoying their leisure. 
During the high-school period, the pupil should develop some 
capacity for appreciating the finer things of life. He must dip 
into the humanities and the sciences in order that he may appre- 
ciate and enjoy the works of man and the phenomena of nature. 

The pupil must be furnished the opportunity for testing his 
powers and discovering his propensities in a wide field of subject 



The High-School Program, of Studies. 13 

matter. The pupil should be led to determine his vocational in- 
clinations and to form some life purposes. 

While it is not contemplated that pupils should be encourag-ed 
to specialize intensively, — certainly, pupils should not be per- 
mitted to carry vocational subject matter ex- 
^TR^milSf^ clusively, yet, high schools that are financially 
able to provide teachers and equipment for vo- 
cational work, should accept the obligation to prepare pupils for 
earning a living by fitting them for specific vocations. The Com- 
mittee of Nine expressed the idea admirably in the N. E. A. Pro- 
ceedings of 1911. 

"Not only is it the dut.y of the high school to lay the founda- 
tions of good citizenship and to help in the wise choice of a voca- 
tion, but it is equally important that the high school should make 
specific contribution to the efficiency of the individual along va- 
rious broad lines. In our industrial democracy the development 
of individual aptitudes and unique gifts is quite as important as 
the development of the common elements of culture. Moreover, 
hgrd work is to be secured not by insistence upon uniformity of 
tastes and interests, but by the encouragam^t,of special effort 
along lines that appeal to the individual. ^' Our education would 
gain in power and in virility if we made more of the dominant 
interest that each boy and girl has at the time. It would seem 
that some have come to believe the oft-repeated statement that 
the liberal should precede the vocational ; but an organic concep- 
tion of education demands the early introduction of training for 
individual usefulness, thereby blending the liberal and the vo- 
cational ; for only then does the liberal receive its social signifi- 
cance and importance. In other words, the boy wlao pursues 
both the liberal and the vocational sees the relation of his work 
to the work of others and to the welfare of society ; whereas the 
liberal without the vocational leaves him a mei'e spectator in the 
theatre of life and the boxes in this theatre are already over- 
crowded." ^ . 

Less than one per cent of the youth of America attends col- 
lege and less than five per cent of the high-school graduates 
goes to higher institutions of learning. Con- 
PREPAKATION sidering these facts, the high school can not 

IFOR ; o 

COLLEGE afford to confine its efforts solely to the prep- 

aration of pupils for college; but it must aim 
to give the youth the training best suited to his needs, consider- 
ing' the environment into which he is to enter after leaving school. 



14 Bulletin of the University of Texas 

In too many cases, ambitious superintendents and teachers are 
sacrificing the interests of their pupils in order to carry out a pro- 
gram of studies which will fit for college. 

On the other hand, it is most desirable that the pupil be in- 
spired to continue his education. A highly educated man may 
be of greater service to the community than a large number of 
untrained men. In order that encouragement may be given th^i 
youth to continue his training, the transition from the high 
school to the college must be made easy ; the door to college ought 
to be kept open to as large a number of pupils as possible. The 
pupil hesitates to go to college if he must take examinations to 
enter, and, if his training has not even prepared him for taking 
the examinations, he is not likely to make the necessary effort, 
for getting into higher institutions. Thus it would seem that it 
is a matter of judgment as to whether, in a particular case, the 
school shall ignore the requirements for entrance to college and 
confine its efforts to preparing the student for his duties in the 
comjnunity. 

Perhaps, as a rule, the training best suited to the needs of the 
pupil will at the same time prepare him for college. A consider- 
able number of public school men have insisted that the best prep- 
aration for life was good preparation for college, while many col- 
lege men have maintained that the proper preparation for col- 
lege was a good preparation for life. The proponents of these 
respective propositions by no means agree when it comes to pro- 
viding the program of studies for the high-school pupil. To the 
unbiased on-looker, it seems decidedly probable that neither the 
college nor secondary school men are entirely correct for all 
cases. Local conditions may be such as to warrant the particular 
school in devoting a large part of the time to commercial sub- 
jects. In such a case, the pupil may receive the kind of training 
that fits him for his environment, but may, by no means, prepare 
him for successfully taking up college work. On the other hand, 
if the pupil must spend a large part of his time in the study of 
the classics and mathematics, when his purpose is to engage in 
building houses, it seems evident that the pupil has not been pre- 
pared for the field of work into which he plans to enter. 

Two teachers may undertake to give three or four years of 
high school work. In such a case, the students must take all the 



The High-School Program of Studies 15 

work offered. Certainly such a school cannot hope to offer all 
the subjects that high-school students ought to have. It seems 
absurd to argue that a school with such a limited teaching force 
can prepare the pupil equally well for both college and life. As 
a matter of fact, it can prepare for neither. But if it is to have 
any success, the subjects must be limited to either one field or the 
other ; the school must take either the vocational line or the cul- 
tural line. 

While our colleges have been directed by conservative men and 
have been slow in adjusting their courses and entrance require- 
ments to new needs and conditions, still there is manifest among 
college authorities a growing sympathy and co-operative spirit 
toward the secondarj^ schools. These men realize that the high 
school must meet local needs and that the colleges must modify 
their requirements so as to articulate with the new type of high 
school. There is evident an eager willingness on the part of col- 
lege administrators to make reasonable adjustments to high-school 
needs. 

To afSliate with the University of Texas a school needs only to 
prepare its graduates for the Freshman class in English (3 
units), History (2 units), and Mathematics (algebra and plane 
geometry, 2 1-2 units), in all 7 1-2 units. Affiliation sufficient to 
enable graduates to enter without conditions includes enough 
other units to make 14, at least three of which must be in a for- 
eign language. Affiliation sufficient to enable graduates to enter 
the University conditionaljly includes enough other units to 
make 12. 

It will be noted that a student may enter the University on 
twelve units and without a foreign language. The student who is 
well prepared in twelve units may take up a foreign language 
after entering the University, and can easily absolve his lan- 
guage condition and graduate in four years. That the high- 
school student may prepare for the Texas colleges and at the 
same time have much freedom in his choice of subjects, is indi- 
cated by the following groups of subjects, which may be offered 
to satisfy the entrance requirements of the University. 



16 Bulletin of the University of Terns 

Prescribed: 

(1) English, 3. 

(2) Histoiy, 2, chosen from the following: 

Ancient History, 1. 

Mediaeval and Modern History, 1. 

English History, 1. 

American History, 1, 

(3) Mathematics: 

Algebra, 1 1-2. 
Plane Geometry, 1. 

(4) Foreign Languages : 

One foreign language, ancient or modern, 3, or two 
foreign languages, other than Latin, 2 each. 
Affiliation in a foreign language is strongly advised, but will 
not be enforced until further notice is given. 

Elective: 
(1) English, 1. 

History and civics (not more than four units nvAj be 
presented by the same graduate) : 

(2) Ancient History, 1. 

(3) Mediaeval and Modern History, 1. 

(4) English History, 1. 

(5) American History, ^ or 1. 

(6) Civics, 1/2. 
Mathematics : 

(7) Solid Geomerty, %. 

(8) Trigonometry, %. 
Foreign Languages : 



(9) 


Latin, 3 or 4. 


(10) 


Greek, 2 or 3. 


(11) 


German, 2 or 3. 


(12) 


French, 2 or 3. 


(13) 


Spanish, 2 or 3. 


Natur 


■al Sciences : 


(14) 


Physiograpliy, 1/2- 


(15) 


Physiology and Hygiene, i/^. 


(16) 


Physics, i. 


(17) 


Chemistry^ 1. 


(18) 


Biology, 1. 


(19) 


Botany, 1. 


(20) 


Zoology, 1. 



A student offering biology for entrance may not present either 
botany or zoology. 

Vocational subjects (not more than two units may be presented 
by the same graduate.) : 



The High-School Program of Studies 17 

(21) Agriculture, I/2 oi' 1- 

(22) Bookkeeping-, y^. 

(23) Domestic Economy, 1 or 2. 

(24) Drawing, 1/0 or 1. 

(25) Manual Training, % or 1. 

(26) Stenography and typewriting, 1. 

As the high schools introduce new subjects and establish them 
on a par with the old subjects, the University adds them to the 
college entrance list. The aim is to give the student all the lati- 
tude possible, during his high-school period, to select subjects 
congenial to his taste and suited to his needs. Of course, if the 
student devotes himself wholly to. vocational subjects, he is more 
than likely to find that he has failed to prepare himself for tak- 
ing up college work. Whether it is possible or desirable to so 
modify the college program of studies as to admit all applicants 
is a question for the future. Certainly few educators would ad- 
vocate so radical a procedure at the present time. One cannot 
expect to spend his time preparing to be a cabinet-maker and 
suddenly switch to the study of medicine or theology. It is a 
matter of common information that success in any field of en- 
deavor presupposes certain preliminary steps in preparation. 

It may be the part of wisdom for any particular youth to 
stress vocational subject matter. His environment and subse- 
quent activities may be such as to make this the logical course. 
The point is, that he must understand that he is not getting the 
necessary preparation for college. Indeed, there may be many 
small high schools that can best serve their communities by em- 
phasizing the vocational and industrial courses to the exclusion 
of college preparatory courses. In such cases the duty is clear. 
However, it should be 'clearly understood that the small school 
cannot hope to do efficiently a college preparatory course and at 
the same time succeed in doing intensive work in the industrial 
and commercial courses. The school with limited teaching force 
must determine which field it is to stress. 

THE TEACHING FORCE. 

The most vital and the one indispensable component of any 
high school is the teaching force. The high-school program that is 
made without reference to the number of teachers and their prep- 
aration will be a good program only by accident. 



18 Bulletin of the Universily of Teooas 

The number of teachers that can be employed in the high school 
determines the program of studies as to its extent. One com- 
petent teacher can do well one year of high- 
THE^ school work, but when he undertakes to do two 

J^EACHERs' years, the standard is very likely to be lowered. 
To carry two years of work will require a min- 
imum of eight recitations per day. These recitations, according 
to authoritative opinion, must be approximately forty minutes 
in length. In addition to this excessive amount of recitation 
work, the teacher must be able to present effectively a variety of 
subjects, and must take written work from his classes in their va- 
rious studies. Few teachers afre able to maintain a high degree 
of teaching efficiency under such conditions. It is very question- 
able whether one teacher should attempt two full years of high- 
school work. It seems highly probable that the students are 
really the losers when such an attempt is made. One year of 
high-school work well done is better for the pupil than two years 
perfunctorily done. The pupil who develops good habits of 
study has achieved more than the pupil who has covered a large 
number of pages and has mastered little of the subject matter. 

Two competent teachers can carry successfully three years of 
high-school work. They will have a minimum of six class periods 
each per day, which, in the small school, is not too much. Also 
two teachers will be able to partition the work to the advantage 
of each. It is possible for two teachers to cover four years of 
work with a minimum of eight recitations each per day. Noth- 
ing is gained in attempting this except the gratification of local 
pride that comes from maintaining a four-year high school. 
Such schools rarely do three solid years of high-school work in 
the four years. Students form the habit of going at slow speed, 
and low standards are the rule. To an on-looker it seems absurd 
to spread a three-year program over four years when it results 
in seriously over-taxing the teachers and decidedly lowers the 
efficiency of the school. It is too great a concession to make to 
the mere name, four-year high school. 

Three competent teachers can do satisfactorily the work of a 
four-year high school. The minimum number of class periods 
will be sixteen per day. If the principal carries four recitations, 
the other teachers will have six each. Unfortunately, the effi- 



The High-School Program of Studies 19 

ciency of the three-teacher high school in Texas is too often re- 
duced by expanding the program of studies beyond the ability 
of the teaching force to. carry the numerous classes created. No 
other thing has caused so much superficial work and been so de- 
structive of school standards as the fruitless ambition of some 
communities and school authorities to fill their high-school pro- 
gram with all the subjects they can find in a city school catalogue. 
A glance at the announcement of some schools is sufficient to en- 
able one to pass judgment on the character of the work. One 
school employing three teachers in the high school, presents the 
follo•\^^ng program of studies : 

Recitations per week. 

English for four years 20 

Mathematics (through Trigonometry) four years... 25 

Arithmetic — two years 10 

Latin — four years 20 

German — three years 15 

Spanish — three years 15 

Physics — one year (no laboratory) 5 

Chemistry — one year (no laboratory) 5 

Physiology — one year 3 

Agriculture — one year 5 

Spelling 5 

Total 128 

(This school is anxious to put in manual training.) 

It will be noted that each teacher mnst conduct more than 
eight classes per day. The variety of subjects is such as to make 
it practically impossible to secure three teachers who can teach 
the studies offered. One does not have to see this school to know 
that it represents largely wasted effort. One does not have to 
witness the experiment to know that a twenty-horse power engine 
cannot pull a half mile string of loaded freight cars. The sad 
thing about it is that the school might, with a reasonable program, 
give good service to the community. 

While the case cited may be extreme, there are many schools 
in the State that are wasting much of their effort in their attempt 
to carry an extended program of studies. 



20 Bulletin of the University of Texas 

The preparation of the teaching force is another factor that 
must determine the subject matter that is to be introduced. The 
small school that must pay small salaries may reasonably ex- 
pect to be able to secure teachers for history, English, mathemat- 
ics, and possibly a foreign language; but a competent science 
teacher, or a capable teacher of vocational subjects is more diffi- 
cult to find, especially if the pay is low. The demand for such 
teachers is strong, and it cannot be expected that a salary of 
$65 or $75 per month will always get the teacher wanted. The 
school that puts in domestic economy or manual training and has 
only $60 or $65 per month for a teacher had better omit the 
subject until more fimds are available. It is folly to put in sub- 
jects and have them taught by teachers who have had no train- 
ing in them. 

In order to emphasize the need for a greater supply of trained 
teachers for the Texas high schools, and in order to indicate 
the sources from which high-school teachers 
THE are obtained, it has seemed advisable to give 

^^^^ Of"^"*^*^^^ the results of a study of the scholarship of 
TEACHERS the teachers in 159 schools affiliated wdth the 
State University. These schools were taken 
because among them are found practically all the strong high 
schools in the state, and because the information on their teach- 
ing forces was available. 

The statistics that follow were made up from the data that 
are furnished yearly by the affiliated schools, and deal with the 
teaching forces in 159 high schools for 1913-1914. In some in- 
stances the reports are not very clear as to the preparation of 
the high-school teachers. 

The purpose of the study was primarily to determine the 
character of the training of the teachers in the affiliated schools. 
In some cases the classification has been somewhat arbitrary. 
One term's attendance at a summer school has not been consid- 
ered college training. In so far as it could be determined from 
the reports, teachers who have had less than a' year's college 
work have been classed as having no college training. Teach- 
ers who have had from one to three years of college work have 
been classed as having some college training. Graduates of 
junior colleges have been placed in the "Some College Train- 



The High-School Program of Studies 21 

ing" group. Teachers who have not graduated are included 
in the "Some College Training" group without reference to 
the school in which they received their training. 

Some 
College College No College 
Graduates. Training. Training. 
On Southern Accredited List, 32 

Schools 334 111 18 

Remaining 127 Affiliated Schools... 338 207 143 

Total for 159 Affiliated Schools.... 662 318 161 

Total Number of Teachers 1141 

College Graduates 58 + % 

Some College Training 27.8% 

College Graduates and Some College Training 85.8% 

No College Training 14 + %, 

It is interesting to note that, out of the 662 college graduates 
teaching in the 159 affiliated schools in Texas, 284 hold their 
degrees from colleges out of the State. The University of Texas 
supplies 207 of the teachers who are graduat&s, while all the 
other colleges tabulated below furnish 168. 

INSTITUTIONS FURNISHING THE TEACHERS FOR 159 SCHOOLS 
AFFILIATED W^ITH THE STATE UNIVERSITY 1913-1914* 

For 3 2 Schools on Southern 

Accredited List. No. 

Out of State Institutions. ... 154 

University of Texas 115 

Baylor 2 5 

Southwestern 17 

Polytechnic 5 

Trinity 10 

T. C. U 7 

Austin College 2 

A. & M 3 

C. L A 12 

State Normals 10 

Per Cent of Out of State Grad 

*The above list includes only those teachers who are graduates 
Df the institutions enumerated. 

It is gratifying to discover that the scholarship of the teachers 
in the affiliated schools has decidedly improved since a similar 
study was made three years ago ; but it is clearly evident that 
the supply of competent teachers is inadequate. The schools 
that are financially able to pay reasonable salaries soon exhaust 
the supply of competent teachers, and those schools that can 



For Remaining 
127 Affiliated 
Schools. 


No. 

130 

92 

41 

30 

9 

9 

7 

o 

2 
14 
83 


Totals, 

284 




207 




66 




47 




14 




19 




14 




5 




5 




26 




93 


lates .■ . 


.8 



22 Bulletin of the University of Texas 

only pay $65 or $75 per month must take the untrained teachers 
that are rejected by the other schools. 

In the two or three-teacher high school it will, of course, be 

imiDOssible to follow in full the departmental plan of teaching. 

But, even in the small school, better results 

THE -^yjij |3g secured, if the assignment of work is 

ASSIGNMENT ' • ^ • ^ 

OF TEACHERS made so as to approximate, m so tar as con- 
ditions will permit, the departmental system. 
It will usually be found that teachers have had more prepara- 
tion in some subjects than in others; it will also be found that 
teachers have preferences as to the subjects that they are to 
teach. Other things being equal, the teacher Avill do his best 
work in the subject for which he has a liking and in which he 
has the most training. It would seem, then, that in assigning 
work to the teaching force, the superintendent should take "into 
consideration, in so far as possible, the teacher's training and 
inclination. It too often happens, in the small school, that each 
teacher teaches some class in each of the subjects offered. Such 
practice prevents the teacher from developing power along any 
line, and so scatters his efforts that he is unable to do, in any 
subject, the best teaching of which he is capable. It would 
appear that the time has come when school boards should not 
merely engage a teacher to teach in the high school, but should 
employ a teacher of English, mathematics, or for whatever sub- 
ject a teacher is needed. It is certainly a dissipation of energy 
when school A has a good teacher of mathematics who must 
struggle along trying to teach English, while school B has a 
fine teacher of English who must teach mathematics for which 
he has neither training nor taste. There are few teachers who 
stand ready to teach well everj^ subject offered in the high 
school, and the only way to avoid misfits is to insist on a teacher 
for specific subjects. 

In the small schools, it seems advisable to first put on the 
departmental plan those subjects that run through three or 
four years of the school, as English, mathematics and foreign 
languages. As the school grows, the history and science may 
be put on the same basis. As a rule, people who prepare for 
teaching in the high school will be able to teach two subjects. 



The High-School Program of Studies 23 

In fact, teachers deliberately prepare, in many cases, to teach 
two subjects. It is the practice for those preparing to teach 
high-school mathematics to take a science, usually physics. 
English teachers often prepare in Latin. Hence, provided dis- 
cretion is used in selecting teachers, the two or three-teacher 
school will be able to group subjects so as to have teachers 
specially prepared for presenting the various courses offered. 

It is decidedly the business of the superintendent to recom- 
mend teachers for vacancies, and his fitness for the place of 
superintendent is, in considerable part, determined by his 
ability to secure competent teachers. It is unfortunate, indeed, 
when the school board undertakes to employ teachers inde- 
pendent of the ad\"ice of the superintendent. School boards^ 
in the nature of things, cannot be competent judges of teachers. 
When the school board selects the teaching force on its own 
responsibility, it may be expected that much unprepared homo 
talent will be introduced into the school sj'stem, and that many 
misfits will practice on the children of the community. 

It is not contended that the high school teacher should be 
highly specialized in his training; but it is contended that, no 
matter how liberal his training, the teacher cannot get best 
results by scattering his efforts over the whole program of 
studies. Schools that are achieving best results are following, 
more or less closely, the departmental plan of teaching. 

EXPANDING THE PROGEAM OF STUDIES. 

As has been pointed out, the small three-teacher high school 
will of necessity confine its efforts largely to the constants — 
English, history, and mathematics. Such a program gives no 
special training for any particular vocation, but it gives a cul- 
tural and disciplinaiy training to all, and it furnishes a foun- 
dation of information to the students which fits them for 
specializing at a later date. If vocational subject matter be 
introduced with the small teaching force, and, if the vocational 
subjects are taught with sufficient intensity to yield results, the 
constants must be neglected. In that case there will be a large 
per cent of the student body that will not be specially benefited 
by the vocational subjects, in that it is impossible to predict 



24 Bulletin of the University of Texas 

the siibseqnciit activities of a large per cent of the pupils. If 
domestic economy be given only the girls are benefitecl, and if 
manual training- be given the girls are not likely to be benefited. 
On the ground of the greatest good to the greatest number, it 
seems the logical and reasonable procedure to insure sufficient 
time and adequate teaching force for the proper presentation 
of the constants, before introducing either science, foreigTi lan- 
guage, or vocational subject matter. 

Some small high schools in Texas that were just able to teach 
well the minimum of English, history, and mathematics, have, 
in the last few years, put into their program of studies domestic 
economy, agriculture, manual training, and one or two sciences 
and are trying to carry all this subject matter with four or five 
high-school teachers. Salaries are too low to secure expert 
teachers; consequently the vocational work is poorly done and 
the standard of the literary work is lowered. In some caues, 
teachers of other high-school subjects are expected to teach the 
vocatiimal subjects, notwith.standing that. they had no training 
for the work. Such practice merely puts worthy subjects into 
disrepute aud contributes little to the training of the pupils. 
A deplorable result of such over-expansion is that the standards 
of all the high-school courses are lowered and pupils form the 
habit of doing inaccurate, superficial work. Poorly taught 
"snap" courses have a demoralizing eft'ect upon the high-school 
student body. 

It costs more to secure competent vocational teachers than to 
secure teachers for the other subjects, and the value of the voca- 
tional subjects is largely dependent upon the skill of the teacher. 
The writer has no desire to depreciate the worth of the manual 
arts. On the contrary, the great value of these subjects is rec- 
ognized. But it is no part of wisdom to put in these subjects 
without providing adequate facilities and competent teachers 
for maintaining them. Also, if we accept the doctrine that 
there is an irreducible mininnun of constants that must be re- 
quired of all students. Ave nnist not let vocational .subject matter 
infringe upon this core of constants. 

A number of our high schools are spreading their efforts over 
two or three sciences when they are barely able to provide the 
teaching force and facilities for doing a single science well. The 



The High-School Progrmri of Studies 25 

writer knows schools in which physics, chemistry and botany are 
offered without adequate equipment for doing anj^ one of these 
subjects satisfactorily. Indeed, the teacher has insufficient time 
to do more than one science, even if he had the necessary ap- 
paratus. What advantage can there be to the pupils in giving, 
in a slip-shod, superficial manner three sciences? It seems to 
the writer that it would be infinitely better to give one science 
well. The pupils would get the proper conception of scientific 
procedure, and would receive the training for which real science 
work stands. 

When a school reaches the point in its development where it 
is able to do well the constants, and is ready to introduce more 
subject matter, the question arises as to what subject or subjects 
shall receive the preference. This question must be answered 
by reference to the principles underlying program making. It 
costs less to introduce a foreign language than to provide for 
science or vocational subjects. If pupils intend to continue 
their education beyond the high school, and if funds are limited, 
it would seem the best policy to introduce a foreign language. 
The language will be of decided advantage to pupils who desire 
to enter higher institutions of learning. If pupils go at once 
from the high school into commercial, agricultural or industrial 
pursuits, and if the finances will permit, it may be best to intro- 
duce manual arts, science courses or commercial courses. Here 
the needs of the community and the subsequent activities of the 
pupils are the determining factors. 

With the introduction of sciences, the cpiestion arises as to 
which science should come first, and as to the order in which 
they should be given. There is much difference of opinion as to 
these questions. Perhaps physical geography and physiology 
should be given first place if only one year of science can be 
given. In that case physical geography might be given the first 
half of the first year and physiology and hygiene the second 
half, or physical geography might be given three times a week 
in the first year and physiology three times a week the second 
year. Of course, if these are the only sciences given they may 
be placed at any convenient point in the program. The argu- 
ment for giving physical geography first choice is that it gives 
the pupil a peep at the whole field of science and stimulates in 



26 Bulletin of the University of Tex^as 

him an appreciation of the natural forces around him and creates 
a desire for further study of the sciences. Physiologry is to be 
studied because of the practical value of the information. After 
these two sciences have been given a place, the practice has 
been to favor physics as the next science to be introduced be- 
cause of its disciplinary value. In the opinion of the writer, 
local conditions should determine the choices of the second sci- 
ence unit. If the community is engaged in agriculture or stock 
raising, it may be most advantageous to give botany, zoology, 
or agriculture. If the community is an industrial one chemistry 
may serve better than physics. In other words, the factors that 
enter into the making of a program should receive due consid- 
eration in introducing the sciences. A four-year science course 
might be arranged as follows: 

First Year. 

Physical Geography, % year 5P-|-* 

Physiology and Hygiene, I/2 year SP-j- 

Total 5P+ 

Note: *The plus sign after the number of periods assigned to 
a science indicates that one or two of the periods must be double 
laboratory periods. 

Note 2: If pupils are carrying five subjects it is doubtful if they 
will do satisfactorily both the physical geography and physiology 
in one year. It is the belief of the writer that half units in science 
should, as a rule, be avoided. 

The temptation is strong to assign half units in science to teach- 
ers who have had no science training, on the ground that one can 
teach a half unit of a subject without preparation. Physiography 
and physiology are subjects that perhaps lend themselves to the 
half-year treatment; but too frequently these subjects are poorly 
presented because of the assumption that it takes no special train- 
ing to present a half unit in science. 

If the two sciences mentioned be excepted, the writer believes 
that it is advantageous to offer unit courses in the sciences. 

Second Year. 
Botany, Zoology, Biology or Agriculture 5P4- 

Total 5P+ 



The High-School Program of Studies 27 

Third Year. 
Agriculture or Chemistry 5P-f- 

Total 5P-f- 

Fourth Year. 
Agriculture, Chemistry, or Physics 5P-[- 

Total 5P+ 

Note: All the sciences should have double periods for laboratory- 
practice. If five periods are assigned to a science, two of them 
should be double periods, making a total of seven periods per week. 

In the case of chemistry and physics, the tendency is toward 
the practice of giving chemistry in the third year and physics 
in the fourth year. 

Biology may be substituted for physical geography and phys- 
iology in the first year. 

If service to the greatest number of pupils is to be the de- 
termining factor, domestic economy should be the first voca- 
tional subject introduced. In some communities commercial 
courses may contribute practical training to a large number of 
the pupils. 

Not only is it desirable to limit the studies offered in the 
high school to the capacity of the teaching force, but it is espe- 
cially desirable that the work of the elementary school be not 
sacrificed in order that high-school subjects may be otfered. It 
too often happens that too few teachers are employed and sal- 
aries are skimped in order that money may be saved for the 
purpose of maintaining a high school. No community can 
afi^ord to diminish the efficiency of the elementary school in 
order to provide for high-school work. A very large per cent 
of the public school pupils are to be found in the elementary 
school. If there is to be satisfactory^ high-school work, the ele- 
mentary school subjects must be well taught. Hence, it is ex- 
tremely doubtful whether a community is ready to introduce 
high-school subject matter until it is able to employ at least 
four teachers in the elementary school. With four good teachers, 
it may be possible to do a little algebra and some history, but 
certainly very little should be undertaken. The youth had bet- 



28 Bulletin of the University of Texas 

ter have a firm grasp of the fundamental essentials, — the tools 
for acquiring Imowledge, — than a hazy notion of a few high- 
school subjects. 

A considerable number of small schools in Texas are dissi- 
pating their energies by attempting to do high school work when 
they are barely prepared to do good elementary work. It is a 
foolish pride that leads communities to put on the finish when 
there is no foundation. Indeed, the writer knew a village that 
assumed the prestige of a college center because, forsooth, it 
maintained a one-teacher school in which geometry and Latin 
were taught. There is no practice so wasteful, and so de- 
structive of standards, as that of spreading, what ought to be 
an elementary school over some nine or ten years, and intro- 
ducing a lot of subject matter that the teaching force is unable 
to teach except at the sacrifice of the lower grades. 

It would seem a reasonable procedure to establish a sane 
program of studies, suited to the needs of the pupils, and in 
keeping with local conditions, with the view 
that it is to be more or less permanent. At 
CHANGING least, it is not to be expected that the program 
THE PROGRAM . ' n- „ i, i i tt 

OF STUDIES "^^'i^*^ "6 radically changed each year. Un- 
fortunately, among our schools there is no 
such stability in the program of studies. Su- 
perintendents change frequently, and some superintendents seem 
to feel that they must renovate the program of studies in order 
to make a showing among their new patrons. The writer was 
talking with a newly elected superintendent who had never vis- 
ited the locality in which he was to assume his duties, and who 
knew nothing of the local conditions. Yet, he had made out a 
new program of studies and had added botany and chemistry. 
"When asked if there was sufficient teaching force and facilities 
for giving the work, he did not know, nor did he know w^hether 
there was a need for these particular sciences. Of course, this 
is an extreme case, but there are a number of schools in Texas 
in which programs of studies have been over-loaded by ambitious 
superintendents who failed to consider the factors involved in 
working out curricula for the high school. Not a few schools 
will have to drop some of their vocational subject matter because 



The High-School Program of Studies 29 

the superintendents failed to consider the financial limitations 
of the community. 

Programs of study should not conform to the Avhims of con- 
stantly changing administrative officers; and incoming superin- 
tendents would do well to study the situation carefully before 
making radical changes in the courses offered. 

OVER-TAXING THE TEACHER. 

All authoritative opinion as well as experience points to the 
conclusion that the average teacher cannot teach successfully 
seven or eight classes per day. The practice is too common, in 
Texas high schools, of assigning to the teacher some seven or 
eight classes and three or four subjects and expecting effective 
work. This is hoping for the impossible. No teacher, under 
such conditions, can do himself or his classes justice. 

In the first place, few teachers, no matter how skillful, can 
teach any one of three subjects equally well. In the second 
place, it is necessary that the teacher make some preparation 
for each recitation. It is also insisted that the teacher shall 
take, from time to time, some written work from his classes. The 
written work must be graded and returned to the pupil, if it is 
to be of much value. If it be granted that the teacher, by extra- 
ordinary effort, is able to prepare his work and grade the requi- 
site amount of written matter, an insurmountable difficulty 
remains. No teacher can teach from seven to eight classes, day 
by day, and throw the vitalizing enthusiasm into the class work 
that is necessary in successful teaching. The average teacher 
simpl}^ has not the physical and mental energy to sustain effort 
for so long a period of time. A number of the seven or eight 
classes will be taught in a mechanical, monotonous fashion that 
strongly tends to deaden the student's interest in the subject 
and in school work. 

It is time that superintendents and boards realized the serious- 
ness of the over-taxing practice. There are many of the smaller 
high schools that are working their teachers eight periods per 
day, and at the same time congratulating themselves on the 
fact that they have an excellent system of schools, and in some 
instances, on the fact that the town has accumulated a surplus 



30 Bulletin of the University of Texas 

of school money. Such conditions represent educational deca- 
dence or stagnation instead of educational progress. 

In most cases the people and the school board want efficient 
schools. In some cases, the people do not know the requisites 
of a good school. The live superintendent will be constantly 
engaged in educating his patrons to the needs of the school. His 
is the duty to point out that to accumulate a surplus school 
fund is to rob the present generation of children of their educa- 
tional rights. He must see the obstacles and fearlessly and 
persistently point out the means whereby the school may be 
strengthened. 

In contending that the teacher should have fewer classes, it 
is not the purpose to make the work easier for the teacher, but 
to secure better results to tlfe pupil. More than six classes per 
day precludes anything like careful preparation for recitation, 
and is almost sure to reduce the written work required from! 
classes below the minimum. The WTfiter is convinced that the 
pupils of a great many high schools would secure greater returns 
for the time and energy devoted to their work if the superintend- 
ents would delibera'telj'- trim down their courses of study until 
they reduced the number of recitations per teacher to not more 
than six per day. 

It is a mistaken notion that a school is failing in its purpose 
unless it offers a certain list of subjects to its pupils. Only so 
man}^ subjects should be offered as can be well taught. There 
is nothing to be gained by grinding over an extended program 
of studies in a lifeless, dead level manner. In fact, it is such 
procedure that is making the school life of many pupils irksome 
and fruitless. 

Of course, there are conditions that will affect the number, 
of recitations that a teacher will be able to conduct per day. 
But, even when the classes are small and outside work is reduced 
to the minimum, the weight of authority insists that six class 
periods per day is the maximum that should be required of any 
teacher, if satisfactory instruction is to result. 

It seems well to cite the opinion of boards of control, and of 
some educational experts on this question. 



The High-School Program of Studies 31 

The University of Missouri in a Circular of Information on 
Accredited Schools, June, 1911, announces as one of the con- 
ditions for affiliation with that institution : 

"No teacher should have more than six periods of teaching a 
day (a less number would be preferable), and, when any teacher 
has more, than this number, the presumption is against the 
efficiency of the work." 

The foregoing rule applies to the small three-teacher high 
school as well as to the large high schools. 

The OhiQ State University states in its requirements for 
affiliation : 

"No teacher should have more than six recitation divisions 
per day, or thirty per week. Twenty-five per week is recom- 
mended as a maximum." 

Bulletin No. 1 of the Board of Secondary School Relations 
issued by the Iowa State Board of Education states : 

"The number of daily periods of class-room instruction given 
by any teacher should not exceed six." 

The Commission on Accredited Schools of the Southern States 
in its requirements for classification says: 

"The number Sf daily periods of class-room instruction given 
by any teacher should not exceed five, and the Commission will 
scrutinize with extreme care any school in which the instructors 
teach as many as six periods per day." 

The North Central Association of Colleges and Secondary 
Schools, composed of colleges and high schools from seventeen 
States, has on its accredited list schools from the following 
States : 

Colorado, Illinois, Indiana, Iowa, Kansas, Kentucky, Michi- 
gan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Okla- 
homa, South Dakota, West Virginia, Wisconsin, Wyoming. 

This organization represents a tremendous weight of authority 
in that nearly 900 high schools subscribe to its regulations. 

This Association, in its report of March 21, 1913, declares: 

"The number of daily periods of class-room instruction given 
by any teacher should not exceed five, each to extend over at 
least forty minutes in the clear. The Board of Inspectors will 
reject all schools having more than six recitation periods per 
day for any teacher." , 

it must be remembered that the standards set by this Asso- 
ciation are not restricted to a small, highly favored locality, or 



32 Bulletin of the University of Texm 

to a few exceptional schools, but these standards are applied 
in seventeen States and to nearly 900 schools. 

Dr. Sachs in his The American Secondary School states: 
"A capable, vigorous teacher may be expected to teach a 
niaxinnun of twenty hours per week ; with the supplementary 
work incidental to his conduct of the classes, such a* prepara- 
tion of experiments, correction of papers, outlining of parallel 
readings and the work of an administrative character which 
forms part of every teacher's duties, this limit should not be 
exceeded; it is slightly below the average called for in Euro- 
pean schools." 

Dr. Sachs assumes that the teachers are well prepared: 
"The mastery of the subject by the teacher must be such 
that the text book is simply one of several tools at his disposal ; 
in knoivledge of the subject matter he ought to be as near as 
possible the peer of the author, drawing upon as varied re- 
sources of information as the author has considered." 

To make such an assumption as to the preparation of the 
average high-school teacher in Texas is to ignore the facts. 
Indeed, it is doubtful if such a standard of efficiency is ap- 
proximated in more than three States in the Union. It is only 
in the European schools where there is a distinct profession 
and a permanent body of high-school teachers that this most 
desirable type of teacher is found. 

The teachers in the French secondary schools give from two 
to four hours class instruction each day. In addition these 
teachers give considerable time to the supervision of the pupils 
during their study hours. • 

OVER-TAXING THE PUPILS. 

A kindred evil to the over-taxing of teachers is that of over- 
taxing pupils. Perhaps the American youth cannot be said 
to be over-taxed, for it is very difficult to drive him sufficiently 
hard to overwork him, but he is often required to carry more 
subject matter than he can successfully master, and as a con- 
sequence he does .superficial work. The American practice dif- 
fers very greatly from the European in the number of subjects 
a pupil is expected to cai-ry, and the number of recitations he 
is expected to recite per day. It is pretty generally conceded 
that, in our American secondary schools, students should be 
held to about twenty recitations per week. 



The High-School Program of Studies 33 

It is no uncommon thing to find pupils in our Texas high 
schools reciting six lessons per day. It is a serious matter that 
many pupils are forming the habit of getting hazy, indefinite 
notions of subject matter; they get a slight temporary knowl- 
edge of many things but develop no power of thought. They fail 
to form the habit of sustained concentration. It is pitiable to 
behold the helplessness of such pupils when confronted with 
difficult problems or tasks which call for continued effort. It 
is doubtful if a high-school pupil can develop, through his 
school work, a more important power than the ability to per- 
sistently concentrate upon a particular subject until he has 
mastered the essentials of that subject. This is the kind of 
ability he must have to succeed at college or in business. It is 
the power to "stick at it" that gives a student confidence and 
prevents his being "stumped" by every difficult task that con- 
fronts him. 

President Pritehett (Fifth Report, Carnegie Foundation, p. 
64) complains that the high-school student gains a superficial 
knowledge of many subjects and learns none with thoroughness. 
He charges that the high-school graduates do not acquire either 
discipline or power. 

The student who must prepare a larg« number of recitations 
must learn subject matter largely by rote, and has no time for. 
thought. In fact, it would sometimes seem that the practice 
was devised for the purpose of preventing thought. The writer 
is satisfied that the school which requires only sixteen or seven- 
teen units for graduation, and which gives four recitations per 
day for a large part of the time, and insists on strong work in 
the subjects carried, is providing the pupil with better prepara- 
tion for future usefulness than the school which multiplies the 
recitations until it represents a mere cramming process. 

For the majority of the pupils in the high school, this school 
represents the last formal training that they will receive. It 
seems better that the pupil should develop the power to study 
and the ability to master subject matter than that he shoulci 
get a Avide range of detached information. Notwithstanding 
much practice to the contrary, it is believed by the writer that 
a few things well done is of more value to the pupil than a 
great number of things poorly done. The power of initiation 



34 Bulletin of the University of Texm 

is to be desired more than a patch work of information. The 
disciplinary value of a subject is often worth more than the 
facts; but a large part of the discipline is lost when the youth 
merely gets a smattering of the subject. The student, in so far 
as possible, should be afforded the opportunity of pursuing sub- 
jects congenial to him, but he should be held responsible for a 
grasp of those subjects. The pupil who recites a large part of 
the day is not likely to get this grasp. 

It may be said finally that where it is necessary for the teach- 
ers to teach seven or eight periods per day in order that the 
pupil may have five recitations, it is the part of good judgment 
to reduce the pupil's recitations to four. This will enable the 
teachers to do efficient work and the pupils will be the gainers. 

With teachers and pupils carrying a reasonable program and 
the teachers insisting upon strong work throughout the high 
school, there is no reason why the small schools should not do 
as efficient work within their scope as the large high schools. 
The pupils must not be given extravagant grades and must not 
be graduated until they have satisfactorily completed the high- 
school work. 

The European practice differs decidedly from the American 
in the number of class periods the secondary pupil is to under- 
take per day. We must remember, however, that, as a rule, in 
the European schools, the pupil is not expected to make ex- 
tensive preparation for the recitation. It is assumed that under 
competent instruction the pupil will learn the subject matter 
during recitation. 

De Garmo, in his Principles of Secondary Education, states: 

"Adjust education to the multiplication of studies on the 
one hand, and to the diversities of training demanded by mod- 
ern society on the other. Germany has adopted two types of 
mixed courses of study or cultural education ; one found in 
the Gymnasium and the other in the Eealgymnasium. Other 
schools are provided which omit one or more of the last years 
from the full course. These courses are fixed by public author- 
ity and may not be changed except by the authority which made 
them. The aim of each of these schools is to give a well rounded 
education, the chief difference being one of emphasis, since about 
the only difference in studies is that English may be substituted 
for Greek in all the schools of the Eeal type. 

"One of the chief defects of this inelastic svstem is that in 



The High-School Program of Studies 35 

the attempt to get all types of studies into the curriculum and 
to give each study the amount of time necessary for good results, 
the student is overworked to such an extent that his sight is 
usually impaired, and not infrequently his health also. The 
number of fifty or fifty-five minute periods, even for six-year-old 
boys range from 30 to 33 (per week)." 

In the French secondary schools, we find pupils in the lowest, 
or sixth form, reciting 22 and 23 hours a week, while in the 
highest, or first form, pupils recite as many as 27 hours per 
week.* 

Note: Farrington's "French Secondary Schools." 

In order that the information gained from visiting Texas 
schools might be supplemented, a set of questions was sent out 
to the smaller schools. These questions were framed so as to 
secure information as to : 

1. The number of teachers exclusive of the superintendent 
employed in the high school. 

2. The average number of classes taught by each high-school 
teacher per day (the superintendent not included). 

3. Whether, in the opinion of the superintendent, the high- 
school teachers were so over-taxed as to seriously diminish their 
efficiency. 

4. The number of recitations required of high-school pupils 
per day. 

5. What, in the opinion of the superintendent, should be the 
maximum number of recitations per day required of high-school 
pupils ? 

There were some other questions which do not bear upon the 
problem of over-taxing teacher and pupil, and, hence, they will 
not be considered. 

Since, in the small schools, the over-taxing of i:)upils usually 
results in over-working the teachers, the replies to the questions, 
though involving two matters, will be given together. 

Replies were received from 143 schools which employed from 
two to five teachers (exclusive of the superintendent) in the 
high school. This list of schools is taken as a basis for considera- 
tion on the ground that each one of them has, with the aid of the 
superintendent, sufficient teaching force to do standard high- 
school work, provided too much subject matter is not undertaken. 
Of course, the assumptions are that the schools all run the stand- 



36 Bulletin of the University of Texas 

ard length of time, and that the teachers are competent to teach 
their subjects. It is realized that, in many cases, those assump- 
tions are not warranted ; but there are a number of cases in which 
the assumptions are valid. Many of the 143 schools can do a 
better grade of work than they are now doing, if they can be 
persuaded to limit the subject matter given and the number of 
recitations required. 

It was found that in 18 of the 143 schools the teachers con- 
ducted 5 classes each per day ; in 48 schools the teachers conducted 
6 classes each per day; in 44 schools the teachers conducted 7 
classes each per day; in 25 schools the teachers conducted 8 
classes each per day; in 8 schools the teachers conducted 9 or 
more classes each per day. 

In 77 of the 143 schools the teachers undertake too many recita- 
tions. In more than 50 per cent of the schools under considera- 
tion, the teachers conduct 7 or more recitations each per day. 
According to all reliable authority, the teacher can not do effi- 
ciently this amount of class work. In many instances this over- 
taxing of the teacher results from a program of studies unsuited 
to conditions, and poorly administered, — there is no real necessity 
for overburdening the teacher. It was found that 55 of the super- 
intendents reporting w^ere of the opinion that their teachers w^ere 
teaching too many classes to secure the best results. It was rather 
astonishing to find that 19 superintendents of schools, in which 
the teachers were conducting from 7 to 10 recitations per day, 
were of the opinion that their teachers were not over-taxed. 

From Standpoint of Pupil. — It was found that in 38 of the 
143 schools under consideration the pupils recite 4 times per day ; 
in 90 schools the pupils recite 5 times per day; in 15 schools the 
pupils recite 6 or more times per day. It was found that in 61 
schools in which the pupils recite 5 or mo're times per day, the 
teachers were carrying 7 or more recitations per day. 

Of the superintendents of the 143 schools 90 were of the opin- 
ion that noj; more than 5 recitations per day should be required 
of high-school pupils; 43 superintendents favored 4 recitations 
per day ; a very few superintendents believed that pupils should 
be permitted to carry more than 5 recitations per day. 

In the 61 schools in which the reports show the teachers to be 
over-taxed it would seem to be both feasible and logical to reduce 



The High-School Program of Studies 



37 



the recitations of the pupil to four per day. There are many 
cases in which the solution of the problem of over-worked teach- 
ers is simple. 

Crowded programs of study are often the result of the train- 
ing of the makers. Many of the teachers and superintendents 
in the small schools were educated in our state normal schools, 
Avhere, in the past, they were required to carry from ten to four- 
teen subjects at a time. These same teachers received their prelim- 
inary experience, in many instances, in the country schools, where 
they were expected to teach everything from primary work to 
solid geometry. Naturally they became accustomed to the plan 
of giving a multiplicity of subjects. Another factor that has 
promoted over expansion of the program is the tendency of the 
community to determine the standing and measure the efficiency 
of the school by the number of high-sounding subjects taught. 

The following letter was sent to the superintendents in a num- 
ber of the larger towns in Texas : 

"Dear Sir: I am attempting to find out how many of the 
stronger high schools in Texas require their students to carry 
four subjects at a time and complete sixteen units for graduation. 
Will you state what is required in your school?" 

It was not attempted to get this information from all the 
schools, but merely to get some indications of the practice in our 
own State. The following table and notes show the results of the 
investigation. 



Name of School. 



No. Subjects Units required 



Carried 



Ball High School (Galveston) 4 

Fort Worth High School 4 

Houston High School 5 

Hillsboro High School 4 

Cleburne High School 4 

Marshall High School 4 

Wichita Falls High School 4 

Waco High School 4 

Gainesville High School 4i/2 

Marlin High School 4 and 5 

Temple High School 4 and 5 

Amarillo High School 4 and 5 

Bonham High School 5 



for 
Graduation. 

16 

16 

16 

16 

16 

16 
• 16 

16 

15 

18 

18 

18 

19 



38 Bnlletin of the University of Terns 

Name of School. No. Subjects Units Required 

Carried. for 

Graduation. 

*Dallas High School 5 20 

Austin High School 4 and 5 18 

Brownwood High School 4 16 

San Marcos High School 4 16 

Corsicana High School 4 16 

Winnsboro High School 4 16 

Lockhart High School 4 16 

The Amarillo High School required 18 units for graduation. 
Strong students carry five subjects per year for two years, and 
four subjects per year for two years. 

AVhile the Bonham school requires 19 imits for graduation, 
four of these 19 units may be industrial courses in the depart- 
ments of manual training, mechanical drawing, domestic econ- 
omy, or agriculture. Some vocational work is required of each 
pupil. 

The Houston High School requires 16 units for graduation, 
and the pupils recite 20 times per week. However, pupils carry 
five subjects at a time. Pupils only recite four times per week 
in history and in English, while certain science and vocational 
courses come only three times per week. The Houston High 
School follows substantially the program of studies recommended 
by the Committee of Ten. 

The Superintendent of the Marshall Public Schools States: 

"The Marshall High School requires pupils to carry four 
courses at a time and to complete 16 units for graduation. In 
two instances, pupils have done the 16 units in three years by 
taking work in the summer, but this is very unusual. A larger 
number takes longer than four years for graduating." 

Though the Temple High School requires 18 units for gradu- 
ation, a review in algebra and arithmetic may be counted as one 
unit. 

A few of the large city high schools in other States taken at 
random show as follows : 

Springfield (Mass.) High School requires a minimum of 15 
prepared recitations per week. 

The St. Louis High School requires from 20 to 33 periods per 

*Recently changed to 16 units for graduation. 



The High-School Program of Studies 39 

week of the pupil, depeuding upon the year and the cui'riculum 
chosen. The manual training curriculum requires 33 periods 
per week the last two years. It should be remembered that much 
of the work in this curriculum is unprepared. On the average, 
about 20 periods per week of prepared work is required. 

The New York High Schools require not more than 21 periods 
per week of prepared work. 

It will, perhaps, be worth while to cite a few instances in 
which boards of control and other administrative bodies have 
passed on the question of the number of recitation periods per 
day that should be required of the high-school pupil. 

The Louisiana State Course of Study, prepared in 1912 by the 
State Inspector of High Schools, states: 

' ' The average student in the high school has as much as he can 
do to properly pursue a course comprising four subjects at one 
time, and students should be discouraged from attempting, if 
not actually forbidden, to take more than four units each school 
session, unless the additional credits made are in recreational sub- 
jects requiring manual activity and no home preparation." 

In order to discourage "scrappy" courses, this same bulletin 
recommends that there should be required for graduation from 
the high school three majors, two minors, and one additional unit. 
A major means a subject carried for three years, or through 
three units. A minor means a subject carried for two years, or 
through two units. It is thus that the Louisiana school author- 
ities hope to develop ideals of thorouglmess. 

The Iowa State Board of Education, in the Bulletin of Accred- 
ited Schools, 1912, states that the high schools of Iowa, seeking 
to be placed on the accredited list shall require of each pupil not 
more than four recitations daily. It is suggested that exceptional 
pupils might be permitted, under certain conditions, to carry 
five subjects. 

The Manual of the Free High Schools of Wisconsin, issued by 
the State Superintendent in 1910, provides for four units per 
year, per student, and prescribes 16 units for graduation in the 
four-year high school. 

The Commission on Accredited Schools of the Southern States 
in its requirements for classification, issued in 1913, says : 

' ' No school shall be accredited which does not require for grad- 
uation the completion of a four-year high-school course of study 



40 Bulletin of the University of Texas 

embracing fourteen units, as defined by tliis Association. A unit 
represents a year's study in any subject in a secondary school, 
constituting approximately a quarter of a full year 's work. More 
than tiventy periods 'per week should he discouraged." 

The North Central Association of Colleges and Secondary 
Schools is composed of colleges and high schools from 17 States. 
This Association has on its accredited list nearly 900 secondary 
schools. In the report issued by the North Central Association, 
March 21, 1913, it is stated : 

''No school shall be accredited which does not require fifteen 
units, as defined by the Association, for graduation. More than 
tweniy periods pertveek should he discouraged." 

The last sentence in the above quotation indicates that the av- 
erage of four recitations per day for the pupil is the practice pre- 
ferred. 

In the Report of the Committee on College Entrance Require- 
ments, page 30, it is recommended that no high-school student 
carry more than four regular studies which occur four periods 
per week. 

"While it may be insisted that the number of studies a pupil 
should carry, and the number of recitations that should be re- 
quired of him per day, or per week presents an unsolved educa- 
tional problem, yet the American practice clearly inclines to the 
four-subject, four-recitation plan. The evidence which has been 
cited may seem rather meagre ; but it must be remembered that it 
is authoritative -and that large groups of schools follow the rec- 
ommendations of the various associations. It has been pointed 
out that many of the larger high schools in Texas seem to favor 
the four-recitation per day plan. 

THE SMALL HIGH SCHOOL. 

There are many small high schools in Texas that could, with 
their present expenditure, secure better results than they are 
now realizing. If the authorities of these schools would carefullj^ 
consider the situation and apply the remedy that will become evi- 
dent after a study of the conditions, there is no reason why a con- 
siderable number of these small schools might not eliminate lost 
motion and become decidedly more efficient with no increase in 
expenditure. 



The High-School Program of Studies 41 

The tendency has been for the small school to increase its 
force of poorly paid teachers and add inadequate science equip- 
ment as the funds increased, instead of increasing salaries to 
the point that Avould enable it to command the services of com- 
petent teachers. Buildings, libraries and science equipment as 
well as a richer program of studies are things to be desired, but 
the most vital and indispensable factor in any school is efficient 
teachers. 

The educational possibilities of the small school are usually 
much restricted by financial limitations. It is impossible to 
offer numerous electives. It seems to the writer that the best 
returns would be guaranteed by offering a few subjects and em- 
ploying competent teachers to teach them. By adhering to this 
practice, the small schools would be able to pay, in many cases, 
as much per teacher as the larger cities, thus insuring good teach- 
ing. Such schools with their small numbers of pupils, present, 
in many respects, more favorable conditions for strong work 
than the large high schools. There ought to be a great number 
of excellent small high schools in Texas. 

The small school that has been employing two teachers at $60 
each per month adds two more $60 teachers and is surprised that 
the standard of work is not raised. In fact, it often happens 
that the law of diminishing returns sets in, and the results are 
not as good as when only two teachers were employed. With 
increase in the size of the school, the incompetent teacher is 
likely to prove less efficient. The remedy is simple. If the finan- 
cial limit has been reached, reduce the subject matter offered and 
employ fewer, but more competent teachers. 

Communities sometimes strain themselves financially in order* 
to build a good school building, and then retrench on teachers' 
salaries to make up for their extravagance. Such a policy is 
wasteful and unwise. A building will not yield educational re- 
sults, while competent teachers will get results under the most 
unfavorable material conditions. If buildings cannot be con- 
structed except at the expense of efficient teaching it would be 
better not to build. 

The difference in the efficiency of an $80 teacher and a $60 
teacher is out of all proportion to the difference in salary. In 
fact, it is likely to be the difference between a totally incompetent 



42 Bulletin of the University of Tex>as 

and a competent teaclier. One does not employ a doetor because 
he is cheap ; we fear the cheap doctor, and feel safer with no doc- 
tor at all than we would feel in the hands of the untrained in- 
experienced physician. "We believe that we gain in the end by 
employing the high-priced specialist to treat us when we are ill. 
We would rather have the expert diagnose our case and outline 
the treatment even though he made us only one visit, than to have 
a quack visit us every day. 

There are cases in Texas where four high-school teachers are 
employed at an average salary of $60 per month. Well prepared 
teachers cannot be secured for this salary. It is highly probable 
that better results would be secured if the program of studies 
in such cases were trimmed down so that three teachers, carry- 
ing six classes each, might do the work. Then the community 
would be able to pay $80 per month, and would be able to secure 
fairly competent teachers. 

Is it not reasonable to insist that the youth who receives strong 
efficient teaching three or four times per day is much better off 
.than the youth who receives incompetent, slipshod instruction 
five or six times per day ? Merely seating students in a row, open- 
ing a book, and asking questions is not a real recitation, but it 
is the kind that the untrained over-taxed teacher must hold. 

The small town that is able to employ four high-school teachers 
will sometimes invest some $30,000 in a high-school building and 
equipment. This represents an investment that calls for $2400 
a year interest. The educational returns from this investment are 
often seriously reduced because of the employment of cheap teach 
ers. In many cases an additional outlay of some $400 per year 
in the form of salaries for the high-school force would enable the 
school plant to yield a large educational dividend. In no other 
line of business would men tolerate a policy that saved $400 a 
year in wages and thereby nullified a $30,000 investment. 

Another wasteful procedure that is rather common in the 
small high schools is that of introducing sciences and employing 
a teacher at $90 or $100 per month, to teach them with little 
or no laboratory equipment. It is a useless extravagance to have 
a high-priced teacher squander his time teaching science with no 
equipment or with so little equipment that he must divide a small 
class into a large number of sections in order to give the pupils 



The High-School Program of Studies 43 

laboratory practice. One would not think of employing an ex- 
pert cabinet maker at $5 per day and then furnishing him a 
buck-saw with which to work. The community pays a high price 
for teaching efficiency and practically loses the service for lack 
of tools with which to labor. It would be better to undertake no 
science than to introduce it under such conditions. 

GENERAL COURSE SCHEMES. 

Keeping in mind accepted principles and the conclusions de- 
duced from the foregoing discussions, course schemes and type 
programs may be presented. 

English. 

English should be offered five times per week, in each year 
of the high school. 

History. 

1st year : Ancient History 5P 

2nd year : Mediaeval History 5P 

3rd year : English History 5P 

4th year : American History and Civics 5P 

This history order is suggested when four units of history are 
offered. The three or four-teacher high school will often find it 
best to omit one or two of the history units. If only two units 
of history are offered, the writer favors Ancient History and 
American History with civics. English History should probably 
be the last unit introduced. If the first-year pupils are heavily 
loaded with subject matter and only three history units are 
offered, it will be well to offer no history in the first year. In- 
deed, a science or manual training course is better suited to the 
needs, capacities, and interests of pupils who are just entering 
the high school than is Ancient History. 

There' is considerable argument for introducing elementary 
English History in the first year. It is contended that Ancient 
History is too hard for first-year pupils. The writer believes 
that, if the Ancient East is given little attention and the institu- 
tional side of Greek and Roman History is not over emphasized, 
the first-year pupil will be able to master the rather simple nar- 
rative of the Greek and Roman periods of Ancient History. In 



44 Bulletin of the University of Texas 

fact, the high-scliool graduate seems to carry away from his 
study of history more information from the ancient period than 
from any other period except the history of his own country. 
There are good reasons why the study of English History should 
be postponed until the third year. At that time, the pupil is 
sufficiently mature and has mastered enough of the historical 
background to comprehend the evolution of English institutions. 
A grasp of the institutional phase of English History is a very 
desirable preparation for the study of American History in the 
fourth year. 

It is suggested that no less than two and no more than three 
luiits of history be prescribed. 

MMKematics. 

1st year : Algebra to quadratics 5P 

2nd year : Algebra finished 5P 

3rd year : Plane Geometry 5P 

4th year : Solid Geometry and Trigonometry. .5P 
or 

Solid Geometry and review 5P 

Only algebra and plane geometry should be prescribed, and 
the school with a small teaching force might omit both solid 
geometry and trigonometry. 

It is recommended by good authority that plane geometry 
should be offered in the second year, or should follow as soon as 
the pupil has reached quadratics in his algebra. The common 
practice in Texas is, however, for the pupil to finish algebra be- 
fore taking up plane geometry. Some high-school teachers al- 
ternate the plane geometry with algebra in the second year. 

As a rule, mathematics gets an undue proportion of the time 
in our high schools. It is evident that much time is wasted in 
solving arithmetical puzzles and learning rules for obsolete pro- 
cedures. If the child could be led to make much use of algebraic 
principles in the solution of many problems in arithmetic, he 
would learn as much arithmetic as at present and would, at the 
same time, come to appreciate the utility of algebra in the solu- 
tion of practical problems. It would seem that the pupil in his 
study of algebra and geometry, should get enough practice in the 
fundamental arithmetic operations to preclude the necessity of 



The High-School Program of Studies 45 

devoting a year to monotonously plodding over the same field 
that he has covered in the grammar school. A brief review and, 
at the same time, a new view of arithmetic may he offered to ad- 
vantage the latter part of the fourth year. 

FOREIGN LANGUAGE. 

If Latin is offered, it should begin in the first year and run 
for four years. If a modern language is offered, it may begin 
in either the first, second, or third year ; but, at whatever point 
the pupil may begin a modern language, he should carry it on 
to graduation. 

Science. 

1st year : Physiography and Physiology . . . 5P-|- 

2nd year : Biology, Botany, or Zoology .... 5P-|- 

3rd year : Chemistry 5P-|- 

4th year : Physics 5P-1- 

Of course, botany, zoology, or biology might be given in the 

first year. 

*Note: Four recitations and one double laboratory period per week 
should be assigned to physiography and physiology. Three recitations 
and two double laboratory periods should be assigned to the other 
sciences. 

Agriculture* 

1st year : Biology 5P-|- 

2nd year : Agriculture 5P-|- 

3rd year : Agriculture 5P-^- 

4th year : Agriculture 5P-|- 

MANUAL ARTS.* 

Three double periods per week for four years, or five double 
periods per week for two years will furnish sufficient training 
in the manual arts for most high-school groups. 

Manual Training. 

1st year — 3 to 5 double periods. 
2nd year — 3 to 5 double periods. 
3rd year — 3 to 5 double periods. 
4th vear — 3 to 5 double periods. 



46 Bidletin of the University of Tej>as 

DOMESTIC ECONOMY. 

1st year — 3 to 5 double periods. 
2nd year — 3 to 5 double periods. 
3rd year — 3 to 5 double periods. 
4th year — 3 to 5 double periods. 

Conditions may make it necessary for a school to reduce the 
amount of time devoted to the manual arts. Pupils may derive 
much good from the study of the manual arts even though no 
more than a total of five double periods be assigned to them. 

*Note: The University will furnish, on request, bulletins which out- 
line the manual arts courses and agriculture courses in detail. 

TYPE PROGRAMS OF STUDIES. " ' 

Two competent teachers will, be able to do successfully three 
years of high-school work. 

A THREE-YEAR PROGRAM OF STUDIES FOR 
TWO TEACHERS. 

I. 11. 

English • 5P English 5P 

Algehra 5P Algebra 5P 

Foreign language or a. . Foreign language or ... 

science 5P-|- a science 5P-1- 

Ancient History 5P Mediaeval-Modern 

History 5P 

III. 

English 5P 

Plune Geometry 5P 

Foreign language or a science 5P-4- 

American History and Civics 5P 

Note: The subjects in italics are prescribed. 

It will be noted that this program provides for no electives, 
and that the pupils are offered only four subjects at a time. 
There will be a total of tw^elve recitations per day which is the 
maximum for two teachers, if the teaching is to be efficient. Of 
course, both the science and the foreign language might be 



The High-School Program of Studies 47 

given in order that the pupils might have the option of taking 
either the language or the science. In that event, there would 
be fifteen recitations per day besides the additional time that 
must be devoted to laboratory practice. This will be more class 
work than the two teachers can do well, and the pupils will gain 
little or nothing from the expansion of the program. 

It is largely wasted effort for two teachers to undertake four 
years of high-school work. Two teachers cannot do successfully 
sixteen recitations per day. As has been pointed out, three years 
of work well done is more advantageous to the pupil than four 
years poorly done. 

In the foregoing program, should science be offered in place 
of the foreign language, the school should provide adequate lab- 
oratory facilities, as it is a decided waste of time to carry pupils 
through three years of formal text-book science without labora- 
tory practice. 

It will be evident that a commercial course, an agriculture 
course, or a manual arts course may be substituted for the 
science or the foreign language course. The following scheme 
will indicate some of the possibilities of arrangement: 

I. 

Physiography and Physiology, Botany, Biology, Agriculture, 
Manual Training, or Domestic Economy. 

II. 

Botany, Zoology, Agriculture, Manual Training, Domestic 
Economy, or Commercial Arithmetic and Book-keeping. 

In case biology is given in the first year, it will be well to offer 
neither the botany nor the zoology in the second year. 

III. 

Agriculture, physics, chemistry, manual training, domestic 
economy, or stenography and type-writing. 

Note: The sciences will require three or four recitations and one or 
two double laboratory periods each per week. The manual arts should 
have two or three double periods per week. 

If pupils enter the high school poorly prepared, it may be 
necessary to acknowledge their weakness by giving them some 
course in elementary history. As has been pointed out, the writer 



48 Bulletin of the University of Terns 

believes that pupils well prepared for the high school will be 
able to make reasonable progress in Ancient History, provided the 
essential phases of that subject are properly presented. If the 
pupils must carry over into the high school unfinished subjects 
from the elementary school, it may be necessary to offer no his- 
tory at all in the first year of the high school. Should Ancient 
History not be given in the first year, it is probably advisable to 
give General History in the second year and follow it by Amer- 
ican History and civics in the third year in the three-year high 
school. 

The tendency in some of the small high schools is to spread 
out the mathematics. Often arithmetic is given throughout the 
first year and a part of the second, while algebra is carried for 
three years. Such an arrangement indicates either a low stand- 
ard of work or else that mathematics is over-stressed, and, hence, 
that other worthy subjects do not receive their due proportion 
of time. 

THREE-TEACHER HIGH SCHOOL. 

Three well trained teachers will be able to do four years of 
high-school work and do it well. If the pupils carry four sub- 
jects per year, there will be a total of sixteen recitations per day 
with perhaps some extra periods for laboratory. In this case, 
the superintendent might carry four recitations per day and the 
other teachers six each. If the first year class must be divided, 
or if the teaching force undertakes to carry an alternative cur- 
riculum, the number of recitations will be increased to at least 
twent}^ per day and a high standard of work cannot be expected. 

It will be noticed that the programs suggested are made on 
the assumption that pupils will carry only four subjects at a 
time. Such a limitation on the number of subjects that the pu- 
pil is to undertake seems especially desirable for the high school 
that is unable to employ an adequate teaching force. 



A FOUR-YEAR PROGRAM OF STUDIES FOR A THREE- 
TEACHER HIGH SCHOOL. 



English oP 

Algebra 5P 

Foreign language or. . . 

science 5P-|- 

Ancient History 5P 

III. 

English 5P 

Plane Geometrij 5P 

Foreign language or 

science oF-\- 

Engiish History or 

science 5P 



II. 

English 5P 

Algehra jIP 

Foreign language or . . . 

science 5P-f- 

Mediaeval-Modern History 5P 

IV. 

English 5P 

Foreign language or . . . . 
science 5P 

American History and 
civics 5P 

Solid Geometry and 
Trigonometry, or 
review, or 

A science 5P-(- 



In the above program of studies, the history courses are not 
marked as j^rescribed, but, at least two units of history should be 
taken by every pupil who goes to graduation. It is believed by 
the writer that one of the history units should be American 
History and civics. 

Should Latin be the foreign language offered, it would be 
well for the pupil to carry the subject for the full four years. 
It is doubtful whether he will be able to realize the greatest 
returns on the time and energy devoted to the study of Latin 
unless he pursues the study of the subject for four years. If 
the foreign language offered is other than Latin, it may be begun 
in the first, second, or third year. It should be carried, however,, 
from the time it is begun until graduation. If the foreign lan- 
guage is carried for only two or three years, the way is opened 
for the introduction of science in the first, and possibly the 
second year of the high school. As has been pointed out. the 
school should be equipped for science before science subjects 
are introduced. 



50 Bulletin of the University of Texcks 

In case Ancient History is offered in the first year, a unit of 
science might be offered in the place of English History in the 
third year. 

It is perhaps possible, by alternating certain subjects, for three 
teachers to offer an alternative in each of the four years of the 
high school. It must be recognized, however, that such a plan is 
a make-shift and that it unmistakably indicates that the school 
is not up to standard. Certainly, the presumption is that each 
year of study in the high school increases the pupil's capacity 
for mastering subject matter. Pupils who have had three years 
of training should be able to do a more vigorous character of 
work than pupils who have had only two years of training. This 
should be especially true in subjects that are sequentially de- 
veloped, as English or history. Our whole system of classifica- 
tion is based on this assumption. The fundamental objection to 
such a plan of procedure is that it necessitates the throwing into 
one class for the purpose of instruction, two groups of pupils 
who are a year apart in preparation. It requires a teacher of 
unusual skill to so instruct such a class as to keep both groups 
working to capacity and prevent a decided deterioration in 
standards of achievement. The writer is so doubtful as to the 
wisdom of the alternation plan that he hesitates to suggest it 
as a possibility. 

In order to operate the plan at all, the first-year class must 
be small enough to be carried in one section, and the third and 
fovirth-year classes must be small enough to be combined for 
recitation. 



A PROGEAM OF STUDIES FOR A THREE-TEACHER 
HIGH SCHOOL, PROVIDING FOR THE ALTERNA- 
TION OF SUBJECTS IN ORDER TO INTRO- 
DUCE AN ELECTIVE. 
I 

I. 11. 

English 5P English . . . . ^ 5P 

Algebra 5P Algebra 5P 

Foreign language 5P Foreign language 5P 

Ancient History 5P Mediceval History 5P 

Science 5P+ Science 5P+ 

IIL Combined. IV. 

English 5P 

American History 5P Even years 

Physics oP+Odd years 

Solid Geometry Trigonom- 

Plane Geometry 5P etry or review 5P 

Foreign language 5P Foreign language 5P 

Chemistry 5P-1-Even years 

Botany or Agriculture 5P-f-0dd years 

It will be observed that the foregoing program provides for 
seventeen recitations per day besides the additional time re- 
quired for laboratory practice. The teachers must carry ap- 
proximately seven recitations each per day, aud they will find 
themselves taxed to the limit. The versatility, resourcefulness, 
and training necessary to enable a teacher to conduct success- 
fully so many recitations in such a variety of subjects calls for 
a degree of ability that will be rarely found in the three-teacher 
high school. 

Should the first and the second year classes be small enough 
to combine, such subjects as botany and zoology may be alter- 
nated. 

With regard to the third and fourth year English classes, it 
is feasible to combine these classes for literature. The history 
of English literature with a list of classics may be given to the 
group one year, and the history of American literature with a 
list of classics may be offered the next. The third year class will 



52 Bulletin of the University of Texas 

be able to derive considerable profit from the study of the classics 
that are ordinarily assigned to the fourth year class. It will 
require discretion to select a list of classics best suited to the 
group of students. It will probably be advisable to separate 
the classes once a Aveek for composition. Because of the sequen- 
tial nature of composition, the fourth year class w^ill do a differ- 
ent type of Avork. 

Provided the section is not too large, it w^ll be possible to 
present physics, chemistry, botany, or agriculture to both classes 
at the same time. 

American history and civics may be given on alternate years 
to the group without serious loss to either class. 

It is well to caution schools that make use of this plan of 
alternating subjects that there must be some petmanency in the 
teaching force. The small school that changes teachers each 
year cannot successfully operate the plan. The teachers must 
be familiar with the needs of the various classes in order to suc- 
ceed with the plan. Even with a more or less permanent body 
of teachers, the scheme has its defects, as has been pointed out. 
But it is possible that, where conditions force the introduction 
of an alternative curriculum, these defects are counterbalanced 
by the gain in teaching efficiency due to the reduction of the 
number of daily class periods. The writer is of the opinion, 
however, that the better plan is to eliminate the alternative cur- 
riculum. 

When a high school is able to employ four teachers, the mak- 
ing of a program of studies in accordance with fundamental 
principles becomes much simpler. The problem is to select suit- 
able, parallel, electi-ve courses and at the same time not multiply 
the number of recitations to the point of over-taxing the teachers. 



A PROGRAM OF STUDIES FOR A FOUR-TEACHER 
HIGH SCHOOL. 

I. III. 

EngUsh 5P English 5P 

Algebra 5P Plane Geometry 5P 

*Foreign language 5P Foreign language 5P 

Ancient History 5P Chemistry 5P+ 

**Scienee 5P+English History or 

science SP-f- 

II. IV. 

English .5P English 5P 

Algebra 5P Solid Geometry and Trig- 
Foreign language 5P onometry or review. . .5P 

Mediffival-Modern His- Foreign language 5P 

tory 5P American History and 

Science 5P+ civics , . 5P 

Science 5P-|- 

l*Note: The manual arts or vocational subjects may be substituted 
for the sciences or the foreign language. 

2*Note: Pupils have the option of the science or foreign language. 

The preceding program is subject to many modifications, but 
the contention is that it is sound in principle. It is the belief 
of the writer that all high school graduates should have done 
four years of English. It is generally conceded that the high 
school should require of the pupils who go on to graduation two 
units of history, algebra, and plane geometry. As has been 
stated before, if the foreign language is Latin, pupils electing 
it should study it for four years. If the elective offered' is a 
modern language, the pupil may carry it for only the last two 
or three years of the high school. In that case, he would have 
the opportunity of pursuing other subjects prior to taking up 
the foreign language. It is desirable that all pupils have a 
good, solid year of science with laboratory practice. The lan- 
guage pupils might take science in the third year in the place 
of English History. 

The four-teacher program provides for twenty recitations per 
day, plus laboratory periods. The sciences, instead of requir- 



54 Bulletin of the University of Texas 

ing five periods each week, M'ill require three or four recitation 
periods each, plus one or two double laboratory periods. The 
total will be six or seven periods per week. Should the first- 
year class be so large as to necessitate two sections, or should 
the attempt be made to provide an elective for pupils who 
carry five subjects at a time, the number of class periods would 
be so increased as to reduce the efficiency of the school. 

As the number of high-school teachers increases beyond four, 
the problem is to introduce appropriate additional subjects and 
provide competent teachers and adequate equipment for prop- 
erly presenting the new subjects. Every high-school course 
should require, on the part of the pupil taking it, a reasonable 
amount of effort. There is nothing so destructive of school 
standards and so productive of habits of indolence among 
pupils as ''crip" courses. There should be no "snap" in a 
good school. 

As the program of studies is enriched by the addition of new 
subjects, the pupil tanst be wisely directed in the choice of 
eleetives. If too much freedom of choice is allowed the pupil, 
there is a danger that he maj^ pick out a patch- work curriculum 
that will largely fail to prepare him for his future activities. 
To guard against this haphazard selection of courses, many of 
the larger high schools arrange the courses in groups or curricula, 
and the pupil is allowed the privilege of selecting the curricu- 
lum that he will pursue. Another plan that insures continuity 
of effort in some of the courses elected is that of requiring a 
major and two minors in other subjects than those prescribed. 
To complete a major, the pupil must do at least three units in 
a subject, and to complete a minor, the pupil must do at least 
two" units in a subject. 

It is generally conceded that some provision must be made 
to protect the pupil against a wasteful scattering of his efforts 
when there is offered an extensive list of eleetives. Perhaps, 
the best plan is for the pupil to select his eleetives under the 
direction of competent advisers. The principal, or a committee 
of teachers in co-operation with the parents, should be able 
to direct the pupil into fields of work that are in harmony with 
his interests and aptitudes, and that will yield the training best 
suited to his future needs. 



A GOOD PROGRAM OF STUDIES FOR A FIVE- 
TEACHER HIGH SCHOOL. 

I. 

English 5P 

Ancient Ilistory 5P 

Algebra 5P 

Foreign language 5P 

Physical Geography 5P-[- 

fDomestic Economy] 
Manual Arts -{ and |- 4 double periods each 

[ Manual Training J 
Note: The subjects in italics are prescribed. Seventeen units are 
required for graduation. The pupils who do not take the foreign lan- 
guage will take all the other subjects offered in the first year, and will 
complete 4 2/5 units. The pupils who take the foreign language will 
take either the science or the manual arts. (Of course, it is under- 
stood that the girls will take the domestic economy and the boys the 
manual training ) 

II. 

English 5P 

Algebra 5P 

Mediffival-Modern History 5P 

Foreign language 5P 

.Physiology 5P-f- 

fDomestic Economyl 
Manual Arts \ and \ 3 double periods each 

[ IManual Training J 
Note: The pupils who do not take the foreign language will take all 
the other subject matter offered in this year. The foreign language 
pupils will take either the science or the manual arts, 

III. 

English 5P 

Plane Geometry 5P 

English History 5P 

Chemistry 5P-|- 

Foreign Language 5P 

[Domestic Economy! 
Manual Arts ] and [ 3 double periods each 

[ Manual Training J 
Note: The pupils who do not take the foreign language will take 
all the other subjects offered in this year. The pupils taking the for- 
eign language will elect the chemistry or the English History, and may 
also take the manual arts. 



56 Bulletin of the University of Texas 

IV. 
English 5P 

American History and Civics . . . 5P 

Mathematics and review 5P 

Foreign language oP 

Physics 5P-j- 

TSIote: The language pupils may omit the review in this year. The 
pupils who do not take the language will take all the other work 
offered. The pupils who do not carry the foreign language will get 
through the high school with 17 1/5 units. The pupils who take the 
foreign language may finish with more credits. 

This program offers little choice to the pupils, but it must be re- 
membered that the teaching force is not large enough to carry many 
electives. The non-language pupils will get considerable training in 
the manual arts and science, while the language pupils will be offered 
the opportunity to do some science and some work in the manual arts. 
The pupils will not be seriously over-taxed and the program is easy 
to administer. 



A PROGRAM OF STUDIES PROVIDING NO ALTERNA- 
TIVES OR ELECTIVES. 



1. 

English 5P 

Algebra , 5P 

Latin 5P 

Ancient History 5P 

Physiology 3P+ 

Total, 4 3/5 units. 



III. 

English 5P 

Plane Geometry 5P 

Latin 5P 

Chemistry 5P-f- 

Manual Training. 3 double P 
Domestic Economy 3 double P 
Total, 4 3/5 units. 



II. 

English 5P 

Algebra 5P 

Latin . 5P 

MediiKval-Modern History 5P 
Manual Training . . 3 double P 
Domestic Economy . 3 double P 
Total, 4 3/5 units. 

IV. 

English 5P 

American History and 

civics 5P 

Latin 5P 

Physics 5P+ 

Manual Training. .3 double P 
Domestic Economy . 3 double P 

Total, 4 3/5 units. 



The foregoing program will call for some twenty-four recita- 
tion periods per day, and will necessitate, for successful op- 
eration, four teachers. Girls will take domestic economy and 
the boys the manual training. The program offers 18 2/5 units, 
which is more than should be required for graduation. A sci- 
ence course, a commercial course, or a modern language might 
be substituted for the liatin. The tim^e assigned to the manual 
arts might be reduced, or some other course might be offered 
instead. The manual arts were incorporated into the program 
for the purpose of indicating a flexible arrangement of manual 
training and domestic economy. The writer realizes the diffi- 
culty that would be met in securing a competent teaching force 
for administering such a program of studies. 



58 Bulletin of the University of Texas 

REORGANIZATION OF THE PROGRAM OF STUDIES 
IN THE LARGER HIGH SCHOOLS 



The type programs of studies that have been presented on the 
preceding pages of this bulletin have conformed, in most partic- 
ulars, to the traditionjil, academic organization . of high-school 
curricula. The principles of flexibility and variety of subject 
matter have been largely ignored. The limitations under which 
the small, three or four-teacher high school must operate prac- 
tically precludes flexibility or variety in the program of studies. 
However, as the number of pupils and teachers, in any par- 
ticular high school, increases the problem of organizing a pro- 
gram of studies that will best meet the needs of the pupils 
and the community presents many perplexing difficulties. It 
seems advisable to, at least, suggest the possible direction which 
the solution of the problem may take. 

Professor Calvin 0. Davis'in his High-School Course of Study 
states : 

"As a rule, the high schools of today seek: (1) to prepare for 
college or university such students as look forward to a college 
education; (2) to give a broad general culture to those students 
whose social or economic future enables them to defer the choice 
of a vocation until after completing the high-school course, but 
who, nevertheless, have no desire or intention of continuing their 
education in college; and (3) to give a practical training, in 
special subjects, to those students who must secure systematic 
vocational training (if at all) during the one, two, three, or 
four years immediately following the completion of the element- 
ary school course. In a very true sense, therefore, the three- 
fold aims of the high school may be said to be college preparation, 
general culture, and vocational or practical training." 

Professor Davis is of the opinion that a high-school curricu- 
lum should be so organized as to give to the individual pupil 
a vision of the great departments of human Imowledge and 
attainment, and enable him to tast his aptitudes and capacities 
in the various fields; further, it is the business of the high 
school, in so far as it is possible, to develop to the fullest the 
talents discovered in the pupil. 



The High-School Program of Studies 59 

A very large per cent of the pupils enrolled in our schools 
drops out between the sixth grade and graduation. Any pro- 
gram of studies that is organized without taking into consid- 
eration this great body of pupils that, under present conditions, 
is eliminated from our schools is bound to be open to criticism. 
Curricula that can be carried to fruition by the end of the ninth 
grade should be provided for those pupils who, for any cause 
M'hatever, leave the school before graduation. Something in 
the nature of a "short course" is the thing that seems to be 
needed. It cannot be deemed a rational procedure to offer the 
same subjects in the same quantities, and by the same methods, 
to children who are to pursue their studies for only one or 
two years as to those who continue their course for four years. 
To load each pulpil who enters the first year of the high- 
scjiool with algebra, Ancient History, and a foreign language 
seems an illogical, unwise, and destructive policy. It almost 
seems as though the school had unconsciously adopted a most 
successful plan of eliminating pupils. The school that is large 
enough to have several sections of each class cannot afford to 
so. ignore the needs of its pupils and the community as to adopt 
such a mechanical rule-of -thumb procedure. 

Professor Homer W. Josselyn, in a chapter in the Modern 
High School, recommends that the seventh, eighth, and ninth 
grades be organized into, what he calls, "an intermediate depart- 
ment." He believes that such a plan will bridge the gap 
between the elementary school and the high school, and that it 
will result in a much larger per cent of the pupils being retained 
in the high school until the completion of the ninth grade. 

Professor Josselyn suggests seven different curricula that may 
be provided for the various groups of pupils under his plan 
of organization. For our purpose, it will only be necessary 
to consider three types of curricula. (1) The traditional 
academic group of subjects is offered from the eighth grade to 
graduation. The completion of this curriculum prepares for 
college. (2) Beginning with the seventh grade and extending 
through the ninth, instruction of a general nature is given, 
but no vocational subject matter is offered. The ancient lan- 
guages and mathematics, in the traditional form, are omitted. 
The emphasis is placed on the social sciences, elementary science, 



€0 Biilletin of the University of Texas 

literature, and the manual arts. The aim is to keep the children 
in school, at least, through the ninth grade, and to give them 
a general view of the world of knowledge and some little prac- 
tical skill. (3) The third curriculum provides for industrial 
training in, the so-called, "intermediate school," so that by 
the end of the ninth grade, pupils have had the opportunity 
to learn the elements of wage-earning occupations and, at the 
same time, have been offered general cultural courses so that 
they may acquire some breadth of view and some training 
for leisure. 

The other curricula suggested by Professor Josselyn are 
largely modifications of the three considered. It is provided 
that general, commercial, and industrial subjects may be offered 
in varying quantities. 

It seems especially desirable that the large high schools should 
provide at least three types of curricula, — the academic, the 
general, and the vocational. These curricula should be suffi- 
ciently flexible so that up to the tenth grade, pupils may pass 
from one to the other without serious loss. It may happen 
that pupils who were sure that they would leave school at the 
end of the ninth grade find that they are able, and desire to 
continue their work. It should be possible for such pupils to 
take the academic curriculum, and get ready for college, or pass 
from the general to the vocational, or from the vocational to 
the general curriculum, and continue to graduation. 

That school administrators are alive to the need for a reorgan- 
ization of high-school programs of studies so as to provide for 
the "short time" pupils is manifest. Kansas City, Pittsburg, 
Los Angeles, and Chicago have in operation two-year curricula. 
Chicago offers ten distinct two-year curricula. Los Angeles 
offers more than fifty vocational subjects. 

The great difficulty confronting schools that desire to intro- 
duce the "short course" is the lack of teachers who are pre- 
pared for presenting this type of work, and the lack of suitable 
text-books for presenting general courses. Of course, as the 
demand for this type of teacher increases, people will make 
special preparation for the work. We may also confidently 
expect that suitable text-books will soon be forthcoming. 



The High-School Program of Studies 



61 



The junior high schools should point the way for the solution 
of the problem of reorganizing the program of studies in Texas. 
Houston will begin operating junior high schools in the fall of 
1914, and there is a possibility that Dallas may soon establish 
the same type of school. It is the understanding of the writer 
that Houston plans to organize the seventh, eighth, and ninth 
grades into a junior high school. In that event, we shall watch 
with interest her method of providing for the great body of 
pupils who enter but do not finish the high school. 



TYPES OF SHORT-COURSE PROGRAMS OF STUDIES. 

TWO-YEAR COMMERCIAL COURSE OP THE ROXBURY HIGH SCHOOL, 

BOSTON, MASS. 

PHONOGRAPHY. 

I. Periods. Points. 

English 1 10 10 

Phonography I 8 10 

Tj^pewritiug I .,. 6 

Physical Training 1 2 2 

Office Hour 1 

Study, special rooms 3 

Totals 30 22 

II Periods. Points. 

English II 7 7 

Phonography 8 8 

Typewriting 4 

Commercial Arithmetic 3 3 

Mercantile Law 3 3 

Physical Training 2 2 

Hygiene 1 1 

Office Hour 1 

Study, special rooms 1 

Totals : 30 24 



62 



Bulletin of the University of Texas 



TWO-YEAR COMMERCIAL COURSE OF THE ROXBURY HIGH SCHOOL, 

BOSTON, MASS. 

BOOKKEEPING. 
FIRST YEAR. 

Subject. Periods. Points. 

English 1 10 10 

Bookkeeping I 4 4 

Commercial Arithmetic 4 4 

Penmanship 4 .2 

Physical Training 1 2 2 

Office Hour 1 

Study 5 

Totals 30 22 

SECOND YEAR. 

Subject. Periods. Points. 

English II 7 7 

Bookkeeping II 8 7 

Commercial Arithmetic II 4 4 

Mercantile Law 3 3 

Physical Training II 2 2 

Hygiene li. 1 

Office Hour 1 

Study 4 

Totals 30 24 

A 2^oint of work as defined by the Boston Board of Superin- 
tendents, is the amount of work represented by one period a 
week for one year in any study. 

Eighty points are required for graduation. The prescribed 
subjects for graduation are: 

(1) Eight points in physical training, 

(2) One point in hygiene. 

(3) At least twelve points in English. 

(4) At least seven points in the same foreign language, or in 
phonography and typewriting. 

(5) At least four points in mathematics or in bookkeeping. 

(6) At least three points in history. 

(7) At least three points in science. 

It will be noted that the capable pupil can, at the end of 
two years, easily adjust his curriculum so that he may go on 
to graduation. 



The High-School Program of Studies 63 

TWO-YEAR COURSES OFFERED BY THE CHICAGO HIGH SCHOOLS. 

Two-year courses in vocational subjects are offered in the 
high schools, for those who do not expect or are not able to take 
a full four years' course in the school. Each two years' course 
has a major subject, which receives a specially large proportion 
of time and credit. A student pursuing such a course will be 
required to follow it as outlined, in order to be well fitted for 
the occupation into which the major subject leads. Studies 
taken successfully in the two-year courses will receive credit 
towards graduation from the four-year course. In addition to 
the studies specified in the course, a pupil may select sufficient 
studies from the list of optionals to bring the total credits for 
the two years' work up to 8.5. On the successful completion 
of any of the two-year vocational courses, a certificate (not a 
diploma) will be awarded. 

Two-year programs of studies are organized with each of the 
following subjects as majors: Accounting, Phonography, Me- 
chanical Drawing, Designing, Carpentry, Pattern Making, Elec- 
tricity, Household Arts, Printing, Machine Shop, Horticulture. 
The transition from these short courses to the general course, 
or a specialized curriculum, is made easy so that pupils may 
have every inducement to go on to graduation. 

Only a few programs are given. 

TWO-YEAR COURSE IN ACCOUNTING. 
FIRST YEAR. 

First Semester. Per. Cr. 

Bookkeeping 10 .05 

Business English 5 .05 

Business Arithmetic 5 .05 

Physiolooy 5 .05 

Penmanshjp 5 .25 

Physical Education 2 .01 

32 2.35 



64 Bulletin of the University of Texas 

Second Semester. Per. Cr. 
Bookkeeping (including' two periods of penman- 
ship ; 10 .05' 

Business English 5 .05 

Business Arithmetic 5 .05 

Physiography 5 .05 

Typewriting 5 ,25 

Physical Education 2 .01 



32 2.35 

SECOND YEAR. 

First Semester. Per. Cr. 
Bookkeeping (including two periods ol: penman- 
ship) 5 .05 

Business English 5 .05 

Industrial History or Commercial Geography. ... 5 .05 

Typewriting 5 .25 

Physical Education 2 .01 

27 1.85 

Second Semester. Per. Cr. 
Bookkeeping (including two periods of penman- 
ship) ^. 10 .05 

Business English 5 .05 

Industrial History or Commercial Geography. ... 5 .05 

Typewriting , . . 5 .25 

Physical Education • • 2 .01 

27 1.85 

Stenography or any other study of equal credit may be substituted 
for physiography; if stenography is elected, it must be continued 
throughout the second year as an elective. 

TWO-YEAR COURSE IN STENOGRAPHY. 
FIRST YEAR. 

First Semester. Per. Cr. 

Stenography 5 • .05 

Typewriting 5 .25 

Business English • • . . . 5 .05 

Business Arithmetic 5 .05 

Physiology 5 .05 

Business Forms and Penmanship 2 .01 

Physical Education 2 .01 



29 2.45 



The High-School Program of Studies 65 

Second Semester. Per. Cr. 

Stenography ■ 5 .05 

Typewriting 5 .25 

Business English 5 .05 

Business Arithmetic 5 .05 

Business Forms and Penmanship 2 .01 

Physical Education 2 .01 

24 1.95 

SECOND YEAR. 

First Semester. Per. Cr. 

Stenography 5 .05 

Tj^pewriting (including revision of stenographic 

transcripts) 10 .05 

Business English 5 .05 

Bookkeeping (including an average of one period a 

Aveek of penmanship) 5 .25 

Physical Education 2 .01 

27 1.85 

Second Semester. Per. Cr. 

Stenography 5 .05 

Typewriting (including revision of stenographic 

transcripts) 10 .05 

Business English 5 .05 

Bookkeeping (including an average of one period a 

week of penmanship) 5 .25 

Physical Education 2 .01 

27 - 1.85 

TWO-YEAR COURSE IN PRINTING. 
FIRST YEAR. 

First Semester. Per. Cr. 

Printing 10 .05 

Business English 5 .05 

Business Arithmetic 5 .05 

Physiology 5 .05 

Mechanical Drawing 5 .25 

30 2.2a 



66 Bulletin of the University of Texas 

Second Semester, ■ Per. Cr, 

Printing 10 ,05 

English 5 .05 

Pusiness Arithmetic 5 .05 

Proof-reading and Punctuation 5 .05 

Mechanical Drawing 5 .25 

30 2.25 

SECOND YEAR. 

First Semester. Per. Cr. 

Printing 15 .75 

English 5 ,05 

History or Science 5 or 7 .05 

Mechanical Drawing 5 .25 

30 or 32 2.00 

Second Semester. Per. Cr. 

Printing 15 .75 

English 5 .05 

History or Science 5 or 7 .05 

Mechanical Drawing 5 .25 

30 or 32 2.00 



TWO-YEAR COURSE IN ELECTRICITY, 
FIRST YEAR. 

First Semester, Per, Cr. 

Woodworking 10 .05 

Business English 5 .05 

Shop Mathematics or Algebra 5 .05 

Elementary Physics 7 .05 

Mechanical Drawing i 5 .25 

32 2.25 

Second Semester, Per. Cr. 

Elementary Electricity 10 .05 

Business English • • , 5 .05 

Shop Mathematics or Algebra 5 .05 

Physiology 5 .05 

Mechanical Drawing • -i 5 .25 

30 2.25 



The High-School Program of Studies 67 

SECOND YEAR. 

First Semester. Per. Cr. 

Applied Electricity 10 .05 

English 5 .05 

Geometry 5 .05 

Extra Electrical Work 5 .25 

Freehand Drawing 5 .25 

Mechanical Drawing 5 .25 

30 2.00 

Second Semester. Per. Cr. 

Applied Electricity 10 .05 

English 5 .05 

Geometry 5 .05 

Extra Electrical Work 5 .25 

]\Iechanical Drawing 5 .25 



30 2.00 



TWO-YEAR COURSE IN CARPENTRY, 



FIRST YEAR. 

First Semester. Per. Cr. 

Carpentry 10 .05 

Business English • • 5 .05 

Shop Mathematics or Algebra 5 .05 

Physiology 5 .05 

Architectural Drawing 5 .25 

30 2.25 

Second Semester. Per. Cr. 

Carpentry 10 .05 

Business English • -^ 5 .05 

Shop Mathematics or Algebra 5 .05 

Architectural Drawing 10 .05 

30 2.00 

SFCOND YEAR. 

First Semester. Per. Cr. 

Carpentry 20 1.00 

English 5 .05 

Geometry 5 .05 

30 2.00 



68 Bulletin of the University of Texas 

Second Semester. Per. Or, 

Carpentry 10 .05 

English '. 5 .05 

Geometry 5 .05 

Architectural Drawing 5 .25 

Freehand Drawing 5 .25 



30 2.00 

LUCY L. FLOWER TECHNICAL HIGH SHOOL, CHICAGO. 
TWO-YEAR COURSES. 

Two courses of study are offered, each centering during the 
second year around one major subject, Uousehold Arts or House- 
hold Science. For the first year of these courses the required 

studies are the same for all students. The choice of a major 
subject will be made at the beginning of the second year. 

FIRST YEAR. 

First Semester. Per. Cr. 

English 5 .05 

Physiology 5 .05 

Art ....". 5 .25 

Household Science 5 .25 

Household Arts 5 .25 

Music 2 .01 

Physical Education 2 .01 

29 1.95 

Second Semester. Per. Cr. 

English 5 .05 

General Science 5 .05 

Art 5 .25 

Household Science 5 .25 

Household Arts 5 .25 

Music 2 .01 

Physical Education 2 .01 

29 1.95 

SECOND YEAR. 

Household Science Course. 

First Semester. Per. Cr. 

Household Science 10 -^^ 

Botany •• 7 .05 

English ^ 5 .05 

Mathematics ! 5 .05 

Physical Education 2 .01 

29 2.01 



The High-School Program of Studies 69 

Second Semester. Per. Cr. 

Household Science 10 .05 

Botany 7 .05 

English 5 .05 

Industrial History or Commercial Geography 5 .05 

Physical Education 2 .01 

29 2.01 
Household Arts Course. 

First Semester. Per. Cr. 

Household Arts 15 .75 

Art 5 .25 

English 5 .05 

Mathematics i ' 5 .05 

Physical Education 2. .01 

32 2.01 

Second Semester. Per. Cr. 

Household Arts 15 .75 

Art ..., 5 .25 

English 5 .05 

Industrial History or Commercial Geography 5 .05 

Physical Education 2. .01 

32 2.01 



TWO-YEAR COMMERCIAL COURSE RALSTON SHORT HIGH SCHOOL, 
PITTSBURG, PA. 



First Semester. 
English 
Commercial Geography and 

Local Industries 
Bookkeeping 

Penmanship and Spelling 
Typewriting 
Industrial Arts 



Second Semester. 
English 
Shorthand 
Bookkeeping 

Penmanship and Spelling 
Typewriting 
Industrial Arts 



SECOND TEAR. 



First Semester. 
English 

Commercial Arithmetic 
Shorthand 
Bookkeeping 
Typewriting 
Industrial Arts 



Second Semester, 

English 

Commercial Law 
Shorthand 
Office Practice 
Typewriting 
Industrial Arts 



70 



Bulletin of the University of Texas 



PROGRAMS OF STUDIES IN OPERATION IN TEXAS 
HIGH SCHOOLS. 

, The programs that follow are either taken from the latest 
catalogues of the schools, or are compiled from data furnished 
by the superintendents. 

OUTLINE OP COURSES OP STUDY, HOUSTON HIGH SCHOOL, SHOWING 
SUBJECTS TAUGHT AND THE NUMBER OP RECITATIONS PER WEEK 



CLASSICAL COURSE. 



II. 



English (4) 
History (4) 
Algebra (5) 
Latin (5) 
Phys. Geog. (3) 
Manual Training 
Science (3) 

III. 
English (4) 
History (4) 
Geometry (5) 
Latin (4) 
Physics (5) 



or Dom. 



English (4) 
History (4) 
Algebra (5) 
Latin (5) 
Biology (3) 



IV. 

English (5) 

U. S. Hist, and Civ. (5) 

Latin (5) 

Chemistry (5) 

Sol. Geom, or Ar. (3) 



MODERN LANGUAGE COURSE. 



11. 



English (4) 
History (4) 
Algebra (5) 
German or Spanish (5) 
Phys. Geog. (3) 
Manual Training or Dora. 
Science (3) 

III. 
English (4) 
History (4) 
Geometry (5) 
German or Spanish (5) 
Physics (5) 



English (4) 

History (4) 

Algebra (5) 

German or Spanish (5) 

Biology (3) 



IV. 



English (5) 

U. S. Hist, and Civ. (5) 

German or Spanish (5) 

Chemistry (5) 

Sol. Geom. or Ar. (3) 

COMMERCIAL COURSE. 
I. II. III. 

EnglLsh (4) English (4) English (4) 

History (4) History (4) History (4) 

Algebra (5) Typ'g and Sten. (5) Typ'g and Sten. (5) 

Lat., Ger. or Sp. (5) Lat., Ger. or Sp. (5) Lat., Ger. or Sp. (4) 
Manual Training or Biology (3) Com'l Arith. (5) 

Dom. Science (3) 



The ^High-School Program of Studies 



71 



MANUAL TRAINING COURSE. 



I. 



II. 



English (4) 




English (4) 


History (4) 




Manual Training (5) 


Algebra (5) 




Algebra (5) 


Lat., Ger. or Sp. 


(5) 


Lat., Ger. or Sp. (4) 


Phys. Geog. (3) 




Biology (3) 


Manual Training 


(3) 




III. 





IV. 


English (4) 




English (5) 


Manual Training- 


(5) 


U. S. Hist, and Civ. (5) 


Geometry (5) 




Lat., Ger. or Sp. (5) 


Lat., Ger. or Sp. 


(4) 


Chemistry (5) 


Physics (5) 




Manual Training (5) 




DOMESTIC 


SCIENCE COURSE. 


I. 




II. 


English (4) 




English (4) 


History (4) 




Domestic Science (5) 


Algebra (5) 




Algebra (5) 


Lat., Ger. or Sp. 


(5) 


Lat., Ger.' or Sp. (4) 


Phys. Geog. (3) 




Biology (3) 


Domestic Science 


(3) 




III. 




IV. 


English (4) 




English (5) 


Domestic Science 


(5) 


U. S. Hist, and Civ. (5) 


Geometry (5) 




Latin, Ger. or Sp. (5) 


Lat., Ger. or Sp. 


(4) 


Chemistry (5) 


Physics (5) 




Domestic Science (5) 



The Houston High School employs forty-four teachers. 
Sixteen units are required for graduation. 
The prescribed courses are : 

English, 4 units. 

History, 3 1/2 units. 

Algebra, 2 units. 

Every high-school pupil is required to take one period per 
weel< of gymnasium work. 

Manual training and domestic science are required of all 
pupils in the first year; the former of the boys and the latter 
of the girls. 

No pupil will be allowed to take more than twenty-three 
recitations per week, except by special permission of the prin- 
cipal of the High School. 



72 



Bulletin of the University of Texas 



A pupil who completes three years' work in the required 
courses, and also the course in the Commercial Department, 
will be awarded a certificate of the completion of the Commer- 
■cial Course. 

A pupil who completes the three required courses, and the 
course in manual training or domestic science, and one other, 
will be awarded a diploma in manual training or domestic 
science. • 

It will be observed that some of the high-school subjects are 
assigned only four recitations per week. The Houston High- 
School program of studies is organized along the line recom- 
mended by the Committee of Ten. This is the only high-school 
program so organized in Texas. 

PROGRAM OF STUDIES OF THE FORT WORTH HIGH SCHOOL. 





Classical. 




Scientific. 




Industrial 




No. of Periods per Week: 


20 


20 20 1 


20 


20 


20 


20 


20 


20 


20 1 


20 


20 


Year - - 


1 


2 


3 


4 


1 


2 


3 

5 
2 
3 


i 
5 


1 
5 

5. 


2 
5 
2 
3 


3 
5 
2 
3 


4 








5 


5 


5 


5 


5 


5 


6 








5 


2 


2 


-— 


5 


2 
3 













3 


3 





























*5 






*5. 




•5 










5 


5 


*5 




5 


*5 




History -- 


5 


5 


*5- 


—. 5 

















*5 




♦5 




».■> 







































*5 

5 








*5 
5 










— - 


1 






• 







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5 













"5 




.5 










5 
*5 


t5 


t5 













T i-- 


5 


5 


5 


















. 








*5 










+5' 


+5 
















ir> 














*5 
*5 

*5 
*5 


ts. 


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*5 
*5 

*5 
*5 






*5 
•5 
»5 

»5 











*5 


*.=> 












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t5 
+5 


5 

t5 
t5 








*5 




















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*5 







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... 


*5 






1 , 
i 


— 













*5 




— 1 1 



















Studies marked witli an (*) are elective; those marked with a (t) may be 
substituted for each other. Twenty recitations per week are required. 

Designation of Work.— Tlie figures 1, 2, 3 and 4 will denote the first, second, 
third and fourth years, respectively: A and B will denote the first and second terms, 
respectively. English 4A will mean the English work of the fourth year during the 
first term. 



Uie HigJi-School Progrmn of Studies 



73 



The Fort Worth High School employs forty-two teachers. 

The requirements for graduation are that sixteen units of 
work shall have been satisfactorily completed, ten of which 
units are required. A unit is defined as five recitations per 
week of not less than forty minutes each for thirty-six weeks. 

Two periods of laboratory work are counted as equal to one 
class-room period and the preparation for it. Similar work 
will be estimated on the same basis. 

The following subjects and units are required: English, four 
units ; Mathematics, three units ; History, two units. 

All pupils are required to take four studies, unless for suffi- 
cient causes the Principal may increase or decrease the amount 
of work. Pupils may not drop elective courses without the 
permission of the Principal. 

PROGRAM OP STUDIES OP THE CLEBURNE HIGH SCHOOL. 



I. 

English 5P 

Algebra 5P 

Ancient History 5P 

Latin 5P 

Physiography 5P-|- 

Commercial Geography . . . 5P 
German 5P 



II. 

English 5P 

Algebra 5P 

Med.-Mod. History 5P 

Elementary Physics 

(one-half year) 5P-[- 

Physiology i/o year 5P-(- 

Botany 5P 

German 5P 

Latin 5P 

Domestic Economy 

... 2 double P and 1 single P 

IV. 

English 5P 

Solid Geom. and Trig. . . 5P 

Am. Hist, and Civ 5P 

Physics '. .5P4- 

Latin 5P 

German 5P 



III. 

English 5P 

Plane Geometry 5P 

English History 5P 

Texas History 5P 

Chemistry 5P-|- 

Botany .' 5P-j- 

Agriculture 5P-|- 

Latin , . . 5P 

German 5P 

Domestic Economy 

2 double P 1 single P 



All candidates for graduation are required to take arithmetic 
for one year, five times per week in the second, third, or fourth 
vear. 



74 



Bulletin of the University of Texas 



The Cleburne High School employs twenty teachers. Sixteen 
units of work are required for graduation. 

The following units are prescribed : 

English, 3 units. 

Science, 2 units. 
History, 2 units. 

Mathematics, 3i/> units, including Algebra, plane geometry, 
and aritlmietic. 

Total, 101/2 units. 

The one-half unit in elementary physics is offered in the ninth 
grade in order that pupils who do not anticipate completing the 
high-school course may have an opportunity to get some notion 
of the forces that surround them. 

There is one period in each daily program ordinarily called 
in the Cleburne High School the assembly period, which is 
thirty minutes in length, and is given over to such announce- 
ments as are necessary from time to time, to entertainment of 
a cultural value, and once each week to the study of current 
history, which is required of all pupils throughout the high 
school, and twice each week to the study of spelling, likewise 
required of all the pupils in the high school. 



PROGKAM OF STUDIES OF THE MARSHALL HIGH SCHOOL. 



I. 

English 5P 

Algebra 5P 

Ancient History 5P 

Physiography and Physi- 
ology 5P4- 

Latin 5P 

Manual Training and Me- 
chanical Drawing 

5 double P 

Dom. Economy. .5 double P 

Botany ^ 5P+ 

(Agr. I.) 

III. 

English 5P 

Plane Geometry 5P 

English History 5P 

Chemistry 5P-|- 

Latin 5P 

German 5P 



II. 

English 5P 

Algebra 5P 

Med.-Mod. History ....5P 
Zoology and Horticul- 
ture 5P+ 

(1 term each.) 
(Agr. II.) 
Manual Training and 
Mechanical Drawing. . 

5 double P 

Dom. Economy. 5 double P 

Latin ". 5P 

German 5P 

IV. 

English 5P 

American History and 

Civics 5P 

Solid Geometry and Trig 

onometry 5P 

Physics .' 5P+ 



The High-School Program of Studies 



75 



Manual Training and Me- Latin 5P 

chanical Drawing German 5P 

5 double P Manual Training and 

Dom. Economy... 5 double P Meelianieal Drawing 

Agriculture 5?+ 5 double P 

Dom Economy. .5 double P 
Agriculture 5P-|- 

The Marshall High School employs twelve teachers. Sixteen 
units are required for graduation. 

The following units are prescribed : 
English, 4 units. 

History, 3 units, including Ancient and Medigeval-Modern 
History. 
Algebra,, 2 units. 
Plane Geometry, 1 unit. 
Physiology, % unit. 
Physiography, l^ unit. 
Total, 11 units. 

After this year (1914-1915) it is planned to allow girls who 
elect the Domestic Economy course to substitute a mod-ern lan- 
guage for plane geometry, and all pupils who elect the Agri- 
culture or Arts course to take a year in history and a year in 
American History and Civics instead of three years in history. 

PROGRAM OP STUDIES OF THE SAN MARCOS HIGH SCHOOL. 



English 5P 

Algebra 5P 

Ancient History 5P 

Latin 5P 

Phyisography 3P-f- 

Manual Training . . 4 double P 
Dom. Economy. .4 double P 

III. 

English 5P 

Plane Geometry 5P 

English History 5P 

Latin 5P 

Spanish 5P 

Chemistry^ 5P-|- 

Manual Training. .3 double P 
Dom. Economy ... 3 double P 



II. 

English 5P 

Algebra 5P 

Med.-Mod. Historv 5P 

Latin ' 5P 

Spanish 5P 

Physiology 3P 

]\Ianual Training 3 double P 
Dom. Economy. .3 double P 

IV. 

English 5P 

Plane Geom. and Solid 

Geom 5P 

American History and ■ 

Civics 5P 

Latin 5P 

Spanish -.SP 

Physics 5P+ 



76 Bulletin of the University of Texas 

The San Marcos High School employs nine teachers. 

Sixteen units are required for graduation. The prescribed 
units are: 

English, 4 units. 

History, 3 units (Ancient, Medifeval-Modern, American and 
Civics). 

Algebra, 2 units. 

Plane Geometry, 1 unit. 

Total, 10 units. 

















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78 Bulletin of the University of Texas 

Four courses constitute a year's work. Sixteen courses are 
required for graduation. Courses printed without a (*) are re- 
quired of all pupils, others are elective. All pupils must take 
either physics or chemistry. Those who elect Latin must take 
the first two years. Those who elect German must take the 
first two years. 

The Hillsboro High School employs eight teachers. The pre- 
scribed subjects are: 

Ancient History, 1 unit. 

Mediaeval History, 1 unit. 

Algebra, i/^ unit. 

Arithmetic, % unit. 

Plane Geometry, 1 unit. 

Physical Geography, I/2 unit. 

Physiology, % unit. 

Physics or Chemistry, 1 unit. 
Total, 11 units. 

PROGRAM OF STUDIES OF THE HENDERSON HIGH SCHOOL. 
I. II. 

English 5P English 5P 

Algebra 5P Algebra . . . 5P 

Arithmetic 5P Med.-Mod. History 5P 

Physiology 5P Latin 5P 

Latin 5P Physiography 5P 

Ancient History 5P 

HI. IV. 

English 5P English 5P 

Plane Geometry 5P Solid Geom. and Trig..5P 

Chemistry 5P-|- Physics SP-f- 

Latin 5P American History and 

English History 5P Civics 5P 

German 5P Latin 5P 

German 5P 

The Henderson High School employs five teachers. 

Fourteen affiliated units are required for graduation. 

The following units are prescribed: 

English, 3 units (affiliated). 

Algebra, 1% units (affiliated). 

Plane Geometry, 1 unit (affiliated). 

History and Civics, 3 units (affiliated). 

Chemistry, 1 unit (affiliated). 

Solid Geometry, % unit (affiliated). 

The prescribed units are not measured by the time necessary 
to complete them. For example, English must be carried for 
four years. 



The High-School Program of Studies 



79 



PROGRAM OF STUDIES OP THE WINNSBORO HIGH SCHOOL. 



English 5P 

Algebra 5P 

Ancient History 5P 

Latin 5P 

Physiography 

2 double periods per week 
the first half year and 2 
double periods per week 
the second half year. 

Manual Training 

3 double periods per week 
the first half year and 2 
double periods per week 
the second half year. 

Domestic Science 

3 double periods per week 
the first half year and 2 
double periods per week 
the second half year. 

III. 



II. 

English 5P 

Algebra 5P 

Med.-Mod. History 5P 

Latin 5P 

Physiology 

3 double periods per week 
the first half year and 2 
double periods per week 
the second half year. 

INIanual Training 

2 double periods per week 
the first half year and 3 
double periods per week 
the second half year. 

Domestic Science 

2 double periods per week 
the first half year and 3 
double periods per week 
the second half year. 

IV. 



English 5P 

Physics 5P+ 

Plane Geometry 5P 

Latin 5P 

Agriculture 5P-|- 



Engiish 5P 

American History 5P 

Civics 5P 

(One-half year.) 

Plane Geometry 5P 

(One-half year.) 
Algebra and Arithmetic 

Review ..." 5P 

(One-half year.) 

Chemistry 5P-)- 

Latin 5P 

Agriculture 5P-f- 

The AVinnsboro High School employs four teachers. 
Seventeen units are required for graduation, a unit represent- 
ing five forty-minute periods per week for one year. 
Following are the credits allowed in each subject: 
English, 4 units ; History and Civics, 3 units ; Latin, 4 units ; 
Algebra, 2 units; Geometry, Plane, l^/o units; Algebra and 
Arithmetic Review, 1/2 i^nit ; Physics, 1 unit ; Chemistry, 1 unit ; 
Physiography, Yn unit; Physiology, y^ imit; Alanual Training, 
1 unit: Domestic Science, 1 unit; Agriculture, 2 units. 

English, history, mathematics, civics, physics, and chemistry, 
representing 13 units, are required of all pupils. A pupil may 



80 



Bulletin of tJie University of Texas 



elect Latin, 4 units, or tiie industrial courses and physiography, 
4 units, the boys taking manual training and the girls taking 
domestic science. 



PROGRAM OF STUDIES OF THE BELLEVUE HIGH SCHOOL. 



I.. 

English 5P 

Algebra 5P 

Arithmetic 5P 

Physiology 3P+ 

Latin 5P 

III. 

English 5P 

Plane Geometry 5P 

History, Med.-Mod 5P 

Latin 5P 



II. 

English 5P 

Algebra 5P 

Ancient History 5P 

Physiography SP-f- 

Latin 5P 

IV. 

English 5P 

American History and 

Civics " 5P 

Physics 5P-[- 

Latin 5P 



All laboratory periods in physiology', physical geography, and 
physics are 80 minutes. 

The Bellevue High School employs three teachers. 
Seventeen units are required for graduation. 
Due to the limited teaching force, no eleetives or alternates 
are offered. 



REFERENCES. 



JL 'Trade ScJiool for Girls. 

I'. S. Bureau of Education, 

Bulletin No. 17, 1913. 
Angell, J. R. 

Doctrine of Formal Discipline in the Light of the Prin- 
ciples of General Psychology. 

Ed. Rev., June, 1908. 
Bagley, W. C. 

The Educative Process. 

Macmillan. 
Ballou, F. W. 

HigJi-Scliool Organization. 

The World Book Co. 
Bolton, F. E. 

The Secondary School System of Germany. 

Apple ton. 
Book, W. F. 

Why Pupils Drop Out of High School. 

Fed. Sem., 11:204. 

BOYNTON, F. D. 

A Six-Year High-School Course. 

Ed. Rev., 20:515. 

Brooks, S. D. 

Electives in the High School. 

School Review, 9:593. 

Brooks, S. D. 

The Scope and the Limitations of a small Higlt School. 

Education, 22:434. 
Brown, E. E. 

The Making of Our Middle Schools. 

Longmans. 

Brown, J. F. 

The American High School. 

Macmillan. 

Brubaker, a. R. 

Some Adjustments in Secondary Education. 

Ed., 24:613. 

Butler, N. M. 

Scope and Function of Secondary Education. 

Ed. Rev., 15:15. 

Carlton, F. T. 

Education and Industrial Evolution. 

Macmillan. 



^- Bi(lleti)i of the Cniversity of Texas 

CoLVlN, S. S. 

iSo}iie Fads in Paviial Justification of the iSo-caUed 
Dogma of Formal Discipline. 

Hulktin of Univ. of 111., Vol. VII., No. XXVI. 

CUBBERLEY, E. 

Changing Conceptions of Education. 

Houghton. 
Davis, C. 0. 

High ScJiool Course of Study. 

The World Book Co. 
De (takmo, Charles 

Principles of Secondary Education. 

]\Iacmi]lan. 
Button and Snedden 

Admiinistratio)! of Putdir Education in tJic I'nihd 
States. 

Mat'iiiillan. 
Elliott, E. C. 

Ecjualilij of Opixjrtunify for All: How Securedf 

X. E. A. Proc. 1908. 
Elliff, J. D. 

A Study of the Principles Underlying the Foundations 
of the Moder)! High School. 

South Educational Review, 
Dec. 1905. Jan., 1906. 
Farrington, F. E. 

French Secondary Schools. 

Longmans. 
Gay, C. E. 

^yhy Pupils Leave th( High ScJiool ^yitIlout Crad- 
uating. 

Education. 22:300. 
TIanus. p. H. 

Secondanj Education. 

Ed. Rev., 17:846. 
Hall. G. S. 

The Higli School as the People's Collee/e. 

Ped. Sem., 9:63. 
Harper. W. R. 

The High School of the Future. 

School Review. Jnn., 1903. 
Ha KRIS. W. T. 

Ps))chological Foutidations of Education. 

Hedgepath, V. W. B. 

Six-Year High ScJiool Plan at (ioshen, Indiana. 

School Review. Jan.. 1905. 



The High-School Program of Studies 83 

HOLLISTER, H. A. 

Tile A(hni)iistration of Education in a Democracy. 

Seribner's. 
HOLLISTER, H. A. 

High School Administration. 

D. C. Heath. 
Johnston, C. H. 

High School Education. 

Seribner "s. 
Johnston, C. H. 

The Modern High School. 

Seribner V. 
Judo. C. H. 

On Scientific Study of High School Prohlems. 

School Keview, Fel).. 1910. 
Jardon. D. S. 

Tin High -School Course. 

Ed. Rev., 8fi:372. 
Leavitt, F. M. 

Examples of Industrial Education. 

Univ. of Chicago Press. 

]\IrxROE, Paul 

Principles of Secondary Education. 

^tacmillan. 

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